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THEORY  AND  PRACTICE 


TEACHING: 

OR, 

THE  MOTIVES  AND  METHODS 


GOOD  SCHOOL-KEEPING. 


BY  DAVID  P.  PAGE,  A.  M. 

LATE  PRINCIPAL  OF  THE  STATE  NORMAL  SCHOOL, 
ALBANY,  NEW  YORK 


THIRTEENTH  EDITION. 


NEW  YORK : 

PUBLISHED  BY  A.  S.  BARNES  &  CO. 

CINCINNATI  :-H.  W.  DERBY  &  CO. 

185  1. 


Entered,  according  to  Act  of  Congress,  in  the  year  1847, 

By  DAVID  P.  PAGE, 

In  the  Clerk’s  Office  of  the  District  Court  of  the  United  States  for  the  Northern 

District  of  New  York. 


Stereotyped  by 

RICHARD  C.  VALENTINE, 
New  York. 


Printer, 

Corner  of  John  and  Dutqh  street*. 


bV 

(Piii 

it 

PREFACE. 


Many  a  meritorious  book  has  failed  to  find 
readers  by  reason  of  a  toilsome  preface.  If 
the  following  volume  meets  a  similar  fate,  what¬ 
ever  its  merits,  it  shall  lack  a  like  excuse. 

This  work  has  had  its  origin  in  a  desire 
to  contribute  something  toward  elevating  an 
important  and  rising  profession.  Its  matter 
comprises  the  substance  of  a  part  of  the  course 
of  lectures  addressed  to  the  classes  of  the  In¬ 
stitution  under  my  charge,  during  the  past  two 
years.  Those  lectures,  unwritten  at  first,  were 
delivered  in  a  familiar,  colloquial  style,— their 
main  object  being  the  inculcation  of  such 
practical  views  as  would  best  promote  the 
improvement  of  the  teacher.  In  writing  the 
matter  out  for  the  press,  the  same  style,  to  con¬ 
siderable  extent,  has  been  retained, — as  I  have 
written  with  an  aim  at  usefulness  rather  than 
rhetorical  effect. 

If  the  term  theory  in  the  title  suggests  to 
any  mind  the  bad  sense  sometimes  conveyed 


PREFACE. 


4 

by  that  word,  I  would  simply  say,  that  I  have 
not  been  dealing  in  the  speculative  dreams  of 
the  closet,  but  in  convictions  derived  from  the 
realities  of  the  schoolroom  during  some  twenty 
years  of  actual  service  as  a  teacher.  Theory 
may  justly  mean  the  science  distinguished  from 
the  art  of  Teaching, — but  as  in  practice  these 
should  never  be  divorced,  so  in  the  following 
chapters  I  have  endeavored  constantly  to  illus¬ 
trate  the  one  by  the  other. 

If  life  should  be  spared  and  other  circum¬ 
stances  should  warrant  the  undertaking,  per¬ 
haps  a  further  course  comprising  the  Details 
of  Teaching  may,  at  some  future  time,  assume 
a  similar  form  to  complete  my  original  design. 

David  P.  Page. 

State  Normal  School,  > 

Albany ,  N.  Y.,  Jan.  1,  1847.  > 


v 


CONTENTS. 


CHAPTER  I. 

PAGE 

The  Spirit  of  the  Teacher .  9 

CHAPTER  II. 

Responsibility  of  the  Teacher .  14 

Section  I. — The  Neglected  Tree .  14 

l 

Section  II. — Extent  of  Responsibility .  18 

Section  III. — The  Auburn  Prison .  34 

CHAPTER  III. 

Habits  of  the  Teacher .  39 

CHAPTER  IY. 

Literary  Qualifications  of  the  Teacher .  48 

CHAPTER  Y. 

Right  Yiews  of  Education .  65 

CHAPTER  VI. 

Right  Modes  of  Teaching .  75 

Section  I. — Pouring-in  Process .  77 

Section  II. — Drawing-out  Process .  79 

Section  III. — The  more  excellent  Way .  84 

Section  IY. — Waking  up  Mind .  86 

Section  Y. — Remarks . 98 


G 


CONTENTS. 


CHAPTER  VII. 

PAGE 

Conducting  Recitations .  103 

CHAPTER  VIII. 

Exciting  an  Interest  in  Study .  119 

Section  I. — Incentives  .  . .  Emulation .  120 

Section  II. — Prizes  and  Rewards .  127 

Section  III. — Proper  Incentives .  139 

CHAPTER  IX. 

i 

School  Government .  148 

Section  I. — Requisites  in  the  Teacher  for  Government  148 

Section  II. — Means  of  securing  Good  Order .  159 

Section  III. — Punishments  . . .  Improper  . . .  Proper. . .  176 

Section  IV. — Corporal  Punishment .  194 

Section  V. — Limitations  and  Suggestions .  207 

CHAPTER  X. 

School  Arrangements .  216 

Section  I. — Plan  of  Day’s  Work .  222 

Section  II. — Interruptions .  232 

Section  III. — Recesses .  236 

Section  IV. — Assignment  of  Lessons .  239 

Section  V. — Reviews .  241 

Section  VI. — Examinations...  Exhibitions ...  Celebra¬ 
tions .  243 

CHAPTER  XI. 


Tiie  Teacher’s  Relation  to  the  Parents  of  his  Putils.  218 


. 


•  yy,  r ' 


. 


THEORY  AND  PRACTICE 

OF 

TEACHING. 


CHAPTER  I. 

SPIRIT  OF  THE  TEACHER. 

Perhaps  the  very  first  question  that  the  honest  indi¬ 
vidual  will  ask  himself,  as  he  proposes  to  assume  the 
teacher’s  office,  or  to  enter  upon  a  preparation  for  it,  will 
be — “  What  manner  of  spirit  am  I  of?”  No  question 
can  be  more  important.  I  would  by  no  means  under 
value  that  degree  of  natural  talent — of  mental  power, 
which  all  justly  consider  so  desirable  in  the  candidate 
for  the  teacher’s  office.  But  the  true  spirit  of  the 
teacher , — a  spirit  that  seeks  not  alone  pecuniary  emol¬ 
ument,  but  desires  to  be  in  the  highest  degree  useful 
to  those  who  are  to  be  taught ;  a  spirit  that  elevates 
above  every  thing  else  the  nature  and  capabilities  of 
the  human  soul,  and  that  trembles  under  the  responsi¬ 
bility  of  attempting  to  be  its  educator ;  a  spirit  that 
looks  upon  gold  as  the  contemptible  dross  of  earth, 
when  compared  with  that  imperishable  gem  which  is 
to  be  polished  and  brought  out  into  heaven’s  light  to 
shine  forever ;  a  spirit,  that  scorns  all  the  rewards  of 


10 


SPIRIT  OF  THE  TEACHER. 


True  spirit.— Motives  often  wrong. 


earth,  and  seeks  that  highest  of  all  rewards,  an  ap¬ 
proving  conscience  and  an  approving  God ;  a  spirit 
that  earnestly  inquires  what  is  right,  and  that  dreads 
to  do  what  is  wrong ;  a  spirit  that  can  recognise  and 
reverence  the  handiwork  of  God  in  every  child,  and 
that  burns  with  the  desire  to  be  instrumental  in  train 
ing  it  to  the  highest  attainment  of  which  it  is  capable, 
— such  a  spirit  is  the  first  thing  to  be  sought  by  the 
teacher,  and  without  it  the  highest  talent  cannot  make 
him  truly  excellent  in  his  profession. 

The  candidate  for  the  office  of  the  teacher  should 
look  well  to  his  motives.  It  is  easy  to  enter  upon  the 
duties  of  the  teacher  without  preparation  ;  it  is  easy  to 
do  it  without  that  lofty  purpose  which  an  enlightened 
conscience  would  ever  demand;  but  it  is  not  so  easy 
to  undo  the  mischief  which  a  single  mistake  may  pro¬ 
duce  in  the  mind  of  the  child,  at  that  tender  period 
when  mistakes  are  most  likely  to  be  made. 

Too  many  teachers  are  found  in  our  schools  without 
the  spirit  for  their  work  which  is  here  insisted  on.  They 
not  only  have  not  given  attention  to  any  preparation  for 
their  work,  but  resort  to  it  from  motives  of  personal 
convenience,  and  in  many  instances  from  a  conscious¬ 
ness  of  being  unfit  for  every  thing  else  !  In  other 
professions  this  is  not  so.  The  lawyer  is  not  admitted 
to  the  bar  till  he  has  pursued  a  course  of  thorough 
preparation,  and  even  then  but  warily  employed.  The 
physician  goes  through  his  course  of  reading  and  his 
course  of  lecture*,  and  often  almost  through  a  course 
of  starvation  in  the  country  village  where  lie  first  puts 


SPIRIT  OF  THE  TEACHER.  H 

__ _ Preparation  neglected. 

up  his  sign,  before  he  is  called  in  to  heal  the  maladies 
of  the  body.  It  is  long  before  he  can  inspire  confi¬ 
dence  enough  in  the  people  to  be  intrusted  with  their 
most  difficult  cases  of  ailing,  and  very  likely  the  noon 
of  life  is  passed  before  he  can  consider  himself  estab 
lished.  But  it  is  not  so  with  the  teacher.  He  gains 
access  to  the  sanctuary  of  mind  without  any  difficulty, 
and  the  most  tender  interests  for  both  worlds  are  in¬ 
trusted  to  his  guidance,  even  when  he  makes  preten¬ 
sion  to  no  higher  motive  than  that  of  filling  up  a  few 
months  of  time  not  otherwise  appropriated,  and  to  no 
qualifications  but  those  attained  by  accident.  A  late 
writer  in  the  Journal  of  Education  hardly  overstates 
this  matter : — “  Every  stripling  who  has  passed  four 
years  within  the  walls  of  a  college  ;  every  dissatisfied 
clerk,  who  has  not  ability  enough  to  manage  the  tri¬ 
fling  concerns  of  a  common  retail  shop  ;  every  young 
farmer  who  obtains  in  the  winter  a  short  vacation 
from  the  toils  of  summer, — in  short,  every  young 
person  who  is  conscious  of  his  imbecility  in  other 
business,  esteems  himself  fully  competent  to  train  the 
ignorance  and  weakness  of  infancy  into  all  the  virtue 
and  power  and  wisdom  of  maturer  years, — to  form  a 
creature,  the  frailest  and  feeblest  that  heaven  has  made, 
into  the  intelligent  and  fearless  sovereign  of  the  whole 
animated  creation,  the  interpreter  and  adorer  and  al¬ 
most  the  representative  of  Divinity  !” 

Many  there  are  who  enter  upon  the  high  employ¬ 
ment  of  teaching  a  common  school  as  a  secondary 
object.  Perhaps  they  are  students  themselves  in  some 


12  SPIRIT  OF  THE  TEACHER. 

Teaching  a  secondary  object. — Ignorance  does  not  excuse. 

higher  institution,  and  resort  to  this  as  a  temporary 
expedient  for  paying  their  board,  while  their  chief 
object  is,  to  pursue  their  own  studies  and  thus  keep 
pace  with  their  classes.  Some  make  it  a  stepping- 
stone  to  something  beyond,  and,  in  their  estimation, 
higher  in  the  scale  of  respectability, — treating  the 
employment,  while  in  it,  as  irksome  in  the  extreme, 
and  never  manifesting  so  much  delight  as  when  the 
hour  arrives  for  the  dismissal  of  their  schools.  Such 
have  not  the  true  spirit  of  the  teacher ;  and  if  their 
labors  are  not  entirely  unprofitable,  it  only  proves  that 
children  are  sometimes  submitted  to  imminent  danger, 
but  are  still  unaccountably  preserved  by  the  hand  of 
Providence. 

The  teacher  should  go  to  his  duty  full  of  his  work. 
He  should  be  impressed  with  its  overwhelming  im¬ 
portance.  He  should  feel  that  his  mistakes,  though 
they  may  not  speedily  ruin  him,  may  permanently 
injure  his  pupils.  Nor  is  it  enough  that  he  shall  say, 
“  I  did  it  ignorantly.”  He  has  assumed  to  fill  a  place 
where  ignorance  itself  is  sin  ;  and  where  indifference 
to  the  well-being  of  others  is  equivalent  to  willful 
homicide.  He  might  as  innocently  assume  to  be  the 
physician,  and,  without  knowing  its  effects,  prescribe 
arsenic  for  the  colic.  Ignorance  is  not  in  such  cases 
a  valid  excuse,  because  the  assumption  of  the  place 
implies  a  pretension  to  the  requisite  skill.  Let  the 
teacher,  then,  wrell  consider  what  manner  of  spirit  he 
is  of.  Let  him  come  to  this  work  only  when  he  has 
carefully  pondered  its  nature  and  its  responsibilities, 


SPIRIT  OF  THE  TEACHER.  13 

Dangerous  to  mislead  mind. 

and  after  he  has  devoted  his  best  powers  to  a  thorough 
preparation  of  himself  for  its  high  duties.  Above  all, 
let  him  be  sure  that  his  motives  on  entering  the  school¬ 
room  are  such  as  will  be  acceptable  in  the  sight  of 
God,  when  viewed  by  the  light  beaming  out  from  his 
throne. 

'*  Oh !  let  not  then  unskillful  hands  attempt 
To  play  the  harp  whose  tones,  whose  living  tones 
Are  left  forever  in  the  strings.  Better  far 
That  heaven’s  lightnings  blast  his  very  soul, 

And  sink  it  back  to  Chaos’  lowest  depths, 

Than  knowingly,  by  word  or  deed,  he  send 
A  blight  upon  the  trusting  mind  of  youth.” 


14  RESPONSIBILITY  OF  THE  TEACHER. 

A  garden.— Flowers.— Fruit  trees. 


CHAPTER  II. 

RESPONSIBILITY  OF  THE  TEACHER. 


SECTION  I.  — A  NEGLECTED  PEAR-TREE 

Some  years  ago,  while  residing  in  the  northeastern 
part  of  Massachusetts,  I  was  the  owner  of  a  small 
garden.  I  had  taken  much  pains  to  improve  the  con¬ 
dition  and  appearance  of  the  place.  A  woodbine  had 
been  carefully  trained  upon  the  front  of  the  little 
homestead  ;  a  fragrant  honeysuckle,  supported  by  a 
trellis,  adorned  the  doorway ;  a  moss-rose,  a  flowering 
almond,  and  the  lily  of  the  valley,  mingled  their  fra¬ 
grance  in  the  breath  of  morn, — and  never,  in  my  esti¬ 
mation  at  least,  did  the  sun  shine  upon  a  lovelier, 
happier  spot.  The  morning  hour  was  spent  in  “dress¬ 
ing  and  keeping”  the  garden.  Its  vines  were  daily 
watched  and  carefully  trained ;  its  borders  were  free 
from  weeds,  and  the  plants  expanded  their  leaves  and 
opened  their  buds  as  if  smiling  at  the  approach  of  the 
morning  sun.  There  were  fruit  trees,  too,  which  had 
been  brought  from  far,  and  so  carefully  nurtured,  that 
they  were  covered  with  blossoms,  filling  the  air  with 
their  fragrance  and  awakening  the  fondest  hopes  of  an 
abundant  harvest. 

In  one  corner  of  this  miniature  paradise,  there  was 


RESPONSIBILITY  OF  THE  TEACHER.  15 

_ Neglected  pear-tree  — Pruning  commenced. 

a  hop-trellis  ;  and,  in  the  midst  of  a  bed  of  tansy  hard 
by,  stood  a  small,  knotty,  crooked  pear-tree.  It  had 
stood  there  I  know  not  how  long.  It  was  very  dimin¬ 
utive  in  size  ;  but,  like  those  cedars  which  one  notices 
high  up  the  mountain,  just  on  the  boundary  between 
vegetation  and  eternal  frost,  it  had  every  mark  of  the 
decrepitude  of  age. 

Why  should  this  tree  stand  here  so  unsightly  and 
unfruitful  ?  Why  had  it  escaped  notice  so  long  ?  Its 
bark  had  become  bound  and  cracked  ;  its  leaves  were 
small  and  curled  ;  and  those,  small  as  they  were,  were 
ready  to  be  devoured  by  a  host  of  caterpillars,  whose 
pampered  bodies  were  already  grown  to  the  length  of 
an  inch.  The  tendrils  of  the  hop-vine  had  crept  about 
its  thorny  limbs  and  were  weighing  down  its  growth, 
while  the  tansy  at  its  roots  drank  up  the  refreshing 
dew  and  shut  out  the  genial  ray.  It  was  a  neglected 
tree  ! 

“  Why  may  not  this  tree  be  pruned  ?”  No  sooner 
said,  than  the  small  saw  was  taken  from  its  place  and 
the  work  was  commenced.  Commenced  ?  It  was 
hard  to  determine  where  to  commence.  Its  knotty 
branches  had  grown  thick  and  crooked,  and  there  was 
scarcely  space  to  get  the  saw  between  them.  They 
all  seemed  to  deserve  amputation,  but  then  the  tree 
would  have  no  top.  This  and  that  limb  were  lopped 
off  as  the  case  seemed  to  demand.  The  task  was 
neither  easy  nor  pleasant.  Sometimes  a  violent  stroke 
would  bring  down  upon  my  own  head  a  shower  of  the 
filthy  caterpillars ;  again,  the  long-cherished  garden- 


16  RESPONSIBILITY  OF  THE  TEACHER. 

Disagreeable  toil. — Grafting  of  a  Bartlet  Pear. — Anxiety. 

coat — threadbare  and  faded  as  it  was — got  caught,  and 
before  it  could  be  disengaged,  what  an  unsightly  rent 
bad  been  made  !  With  'pain  I  toiled  on,  for  one  of 
the  unlucky  thorns  had  pierced  my  thumb ;  and  I 
might  have  been  said  to  be  working  on  the  spur  of  the 
occasion  ! 

The  hop-vine,  however,  was  removed  from  its 
boughs,  the  tansy  and  weeds  from  its  roots,  the  scales 
and  moss  from  its  bark.  The  thorns  were  carefully 
pared  from  its  limbs,  and  the  caterpillars  were  all 
shaken  from  its  leaves.  The  mould  was  loosened 
and  enriched, — and  the  sun  shined  that  day  upon  a 
long  neglected ,  but  now  a  promising  tree. 

The  time  for  grafting  was  not  yet  passed.  One  re¬ 
putedly  skilled  in  that  art  was  called  to  put  the  new 
scion  upon  the  old  stock.  The  work  was  readily  un¬ 
dertaken  and  speedily  accomplished,  and  the  assurance 
was  given  that  the  Bartlet  Pear — that  prince  among 
the  fruits  of  New  England — would  one  day  be  gath¬ 
ered  from  my  neglected  tree. 

With  what  interest  I  watched  the  buds  of  the  scion, 
morning  after  morning,  as  the  month  grew  warmer, 
and  vegetation  all  around  was  “  bursting  into  birth  !” 
With  what  delight  did  I  greet  the  first  opening  of 
those  buds,  and  how  did  I  rejoice  as  the  young  shoots 
put  forth  and  grew  into  a  fresh  green  top  !  With  ten¬ 
der  solicitude  I  cherished  this  tree  for  two  long  sum¬ 
mers  ;  and  on  the  opening  of  the  third,  my  heart  was 
gladdened  with  the  sight  of  its  first  fruit  blossoms. 
With  care  were  the  weeds  excluded,  the  caterpillars 


RESPONSIBILITY  OF  THE  TEACHER.  17 

The  pears  ripen,— Chagrin  and  mortification.— A  moral  garden. 

exterminated,  the  hop-vine  clipped,  the  bark  rubbed 
and  washed,  the  earth  manured  and  watered.  The 
time  of  fruit  arrived.  The  Bartlet  pear  was  offered  in 
our  market, — but  my  pears  were  not  yet  ripe  !  With 
anxious  care  they  were  watched  till  the  frost  bade  the 
green  leaves  wither,  and  then  they  were  carefully  gath¬ 
ered  and  placed  in  the  sunbeams  within  doors.  They 
at  length  turned  yellow,  and  looked  fair  to  the  sight 
and  tempting  to  the  taste  ;  and  a  few  friends,  who  had 
known  their  history,  were  invited  to  partake  of  them. 
They  were  brought  forward,  carefully  arranged  in  the 
best  dish  the  humble  domicil  afforded,  and  formally 
introduced  as  the  first  fruits  of  the  “  neglected  tree.” 
What  was  my  chagrin  and  mortification,  after  all  my 
pains  and  solicitude,  after  all  my  hopes  and  fond  an¬ 
ticipations,  to  find  they  were  miserable,  tasteless — 
choke  pears  ! 

This  pear-tree  has  put  me  upon  thinking.  It  has 
suggested  that  there  is  such  a  thing  as  a  moral  gar¬ 
den ,  in  which  there  may  be  fair  flowers  indeed,  but 
also  some  neglected  trees.  The  plants  in  this  gar¬ 
den  may  suffer  very  much  from  neglect, — from  neg¬ 
lect  of  the  gardener.  It  is  deplorable  to  see  how 
many  crooked,  unseemly  branches  shoot  forth  from 
some  of  these  young  trees,  which  early  might  have 
been  trained  to  grow  straight  and  smooth  by  the  hand 
of  cultivation.  Many  a  youth,  running  on  in  his  own 
way,  indulging  in  deception  and  profanity,  yielding  to 
temptation  and  overborne  by  evil  influences,  polluting 

by  his  example  and  wounding  the  hearts  of  his  best 

2 


18  RESPONSIBILITY  OF  TIIE  TEACHER. 

Many  neglected  trees. — Infancy. 

friends  as  they  yearn  over  him  for  good,  has  reminded 
me  of  my  neglected  tree ,  its  caterpillars,  its  roughened 
bark,  its  hop-vine,  its  tansy  bed,  its  cruel  piercing 
thorns.  And  when  I  have  seen  such  a  youth  brought 
under  the  influence  of  the  educator,  and  have  wit¬ 
nessed  the  progress  he  has  made  and  the  intellectual 
promise  he  has  given,  I  have  also  thought  of  my  neg¬ 
lected  tree.  When,  too,  I  have  followed  him  to  the 
years  of  maturity,  and  have  found,  as  I  have  too  often 
found,  that  he  brings  not  forth  “the  peaceable  fruits 
of  righteousness,”  but  that  he  disappoints  all  the 
fondly-cherished  hopes  of  his  friends — perhaps  of  his 
own  teachers,  because  the  best  principles  were  not  en¬ 
grafted  upon  him,  I  again  think  of  my  neglected  tree , 
and  of  the  unskillful,  perhaps  dishonest  gardener,  who 
acted  as  its  responsible  educator. 

From  the  above  as  a  text,  several  inferences  might 
be  drawn.  1.  Education  is  necessary  to  develop  the 
human  soul.  2.  Education  should  begin  early.  We 
have  too  many  neglected  trees.  3.  It  should  be  right 
education.  And  4.  The  educator  should  be  a  safe  and 
an  honest  man  ;  else  the  education  may  be  all  wrong, 
— may  be  worse  even  than  the  neglect. 

But  especially  we  may  infer  that 

SECTION  II.— THE  TEACHER  IS  RESPONSIBLE. 

It  is  the  object  of  the  following  remarks  feebly  to  il¬ 
lustrate  the  extent  of  the  teacher’s  responsibility.  It 
must  all  along  be  borne  in  mind  that  he  is  not  alone 
responsible  for  the  results  of  education.  The  parent 


RESPONSIBILITY  OF  THE  TEACHER.  19 

Extent  of  teacher’s  responsibility. — Bodily  health. 

has  an  overwhelming  responsibility,  which  he  can  never 
part  with  or  transfer  to  another  while  he  holds  the  re¬ 
lation  of  parent. 

But  the  teacher  is  responsible  in  a  very  high  de 
gree.  An  important  interest  is  committed  to  his  charge 
whenever  a  human  being  is  placed  under  his  guidance. 
By  taking  the  position  of  the  teacher,  all  the  responsi¬ 
bility  of  the  relation  is  voluntarily  assumed ;  and  he  is 
fearfully  responsible  not  only  for  what  he  does ,  but 
also  for  what  he  neglects  to  do.  And  it  is  a  responsi¬ 
bility  from  which  he  cannot  escape.  Even  though  he 
may  have  thoughtlessly  entered  upon  the  relation  of 
teacher,  without  a  single  glance  at  its  obligations ;  or 
though,  when  reminded  of  them,  he  may  laugh  at  the 
thought,  and  disclaim  all  idea  of  being  thus  seriously 
held  to  a  fearful  account, — yet  still  the  responsibility  is 
on  him.  Just  as  true  as  it  is  a  great  thing  to  guide 
the  mind  aright, — just  as  true  as  it  is  a  deplorable, 
nay,  fatal  thing  to  lead  it  astray,  so  true  is  it  that  he 
who  attempts  the  work,  whether  ignorant  or  skillful, 
whether  thoughtless  or  serious,  incurs  all  the  responsi¬ 
bility  of  success  or  failure, — a  responsibility  he  can 
never  shake  off  as  long  as  the  human  soul  is  immortal, 
and  men  are  accountable  for  such  consequences  of 
their  acts  as  are  capable  of  being  foreseen. 

I.  The  teacher  is  in  a  degree  responsible  for  the 
bodily  health  of  the  child.  It  is  well  established  that 
the  foundation  of  many  serious  diseases  is  laid  in  the 
school-room.  These  diseases  come  sometimes  from  a 
neglect  of  exercise  ;  sometimes  from  too  long  confine 


20  RESPONSIBILITY  OF  THE  TEACHER. 

Laws  of  physical  health. — Nervous  excitement. 

ment  in  one  position,  or  upon  one  study ;  sometimes 
from  over-excitement  and  over-study  ;  sometimes  from 
breathing  bad  air ;  sometimes  from  being  kept  too 
warm  or  too  cold.  Now  the  teacher  should  be  an  in¬ 
telligent  physiologist ;  and  from  a  knowledge  of  what 
the  human  system  can  bear  and  what  it  cannot,  he  is 
bound  to  be  ever  watchful  to  guard  against  all  those 
abuses  from  which  our  children  so  often  suffer.  Es¬ 
pecially  should  he  be  tremblingly  alive  to  avert  that 
excitability  of  the  nervous  system,  the  over-action  of 
which  is  so  fatal  to  the  future  happiness  of  the  indi¬ 
vidual.  And  should  he,  by  appealing  to  the  most  ex¬ 
citing  motives,  encourage  the  delicate  child  to  press  on 
to  grasp  those  subjects  which  are  too  great  for  its  com¬ 
prehension,  and  allow  it  to  neglect  exercise  in  the  open 
air  in  order  to  task  its  feverish  brain  in  the  crowded 
and  badly  ventilated  school-room  ;  and  then,  in  a  few 
days,  be  called  to  look  upon  the  languishing  sufferer 
upon  a  bed  of  exhaustion  and  pain — perhaps  a  bed  of 
premature  death,  could  he  say,  “  I  am  not  responsi¬ 
ble  ?”  Parents  and  teachers  often  err  in  this.  They 
are  so  eager  to  develop  a  precocious  intellect,  that  they 
crush  the  casket  in  order  to  gratify  a  prurient  desire  to 
astonish  the  world  with  the  brilliancy  of  the  gem. 
Each  is  responsible  for  his  share  of  this  sin ;  and  the 
teacher  especially,  because  by  his  education  he  should 
know  better. 

II.  The  teacher  is  mainly  responsible  for  the  intel¬ 
lectual  growth  of  the  child.  This  may  be  referred 
chiefly  to  the  following  heads  : — 


RESPONSIBILITY  OF  THE  TEACHER.  21 

Natural  order. — Reading,  &c. — Mental  Arithmetic. 

1 .  The  order  of  study.  There  is  a  natural  order  in 
the  education  of  the  child.  The  teacher  should  know 
this.  If  he  presents  the  subjects  out  of  this  order,  he 
is  responsible  for  the  injury.  In  general,  the  elements 
should  be  taught  first.  Those  simple  branches  which 
the  child  first  comprehends,  should  first  be  presented. 
Reading ,  of  course,  must  be  one  of  the  first ;  though 
I  think  the  day  is  not  distant  when  an  enlightened 
community  will  not  condemn  the  teacher,  if,  while 
teaching  reading,  he  should  call  the  child’s  attention 
by  oral  instructions  to  such  objects  about  him  as  he 
can  comprehend,  even  though  in  doing  this  he  should 
somewhat  prolong  the  time  of  learning  to  read.  It  is 
indeed  of  little  consequence  that  the  child  should  read 
words  simply  ;  and  that  teacher  may  be  viewed  as 
pursuing  the  order  of  nature,  who  so  endeavors  to  de¬ 
velop  the  powers  of  observation  and  comparison,  that 
words  when  learned  shall  be  the  vehicles  of  ideas. 
Some  further  suggestions  on  this  point  will  be  made  in 
the  chapter  entitled  “  Waking  up  Mind” 

Next  to  Reading  and  its  inseparable  companions — 
Spelling  and  Defining ,  I  am  inclined  to  recommend 
•  the  study  of  Mental  Arithmetic.  The  idea  of  Number 
is  one  of  the  earliest  in  the  mind  of  the  child.  He 
can  be  early  taught  to  count,  and  quite  early  to  per¬ 
form  those  operations  which  we  call  adding,  subtract¬ 
ing,  multiplying,  and  dividing.  This  study  at  first 
needs  no  hook.  The  teacher  should  be  thoroughly 
versed  in  “  Colburn’s  Intellectual  Arithmetic,”  or  its 
equivalent,  and  he  can  find  enough  to  interest  the 


22  RESPONSIBILITY  OF  THE  TEACHER. 

Recite  without  book. — Geography  and  History. 

child.  When  the  scholar  has  learned  to  read,  and  has 
attained  the  age  of  six  or  seven,  he  may  be  allowed  a 
book  in  preparing  his  lesson ,  but  never  during  the 
recitation.  Those  who  have  not  tried  this  kind  of 
mental  discipline,  will  be  astonished  at  the  facility 
which  the  child  acquires,  for  performing  operations  that 
often  puzzle  the  adult.  Nor  is  it  an  unimportant  ac¬ 
quisition.  None  can  tell  its  value  but  those  who  have 
experienced  the  advantage  it  gives  them  in  future 
school  exercises  and  in  business,  over  those  who  have 
never  had  such  training. 

Geography  may  come  next  to  Mental  Arithmetic. 
The  child  should  have  an  idea  of  the  relations  of  size, 
form,  and  space,  as  well  as  number,  before  commen¬ 
cing  Geography.  These,  however,  he  acquires  natu¬ 
rally  at  an  early  age  ;  and  very  thoroughly,  if  the 
teacher  has  taken  a  little  pains  to  aid  him  on  these 
points  in  the  earliest  stages  of  his  progress.  A  map 
is  a  picture,  and  hence  a  child  welcomes  it.  If  it  can 
be  a  map  of  some  familiar  object,  as  of  his  school¬ 
room,  of  the  school  district,  of  his  father’s  orchard  or 
farm,  it  becomes  an  object  of  great  interest.  A  map 
of  his  town  is  very  desirable,  also  of  his  county  and 
his  own  state.  Further  detail  will  be  deferred  here,  as 
it  is  only  intended  in  this  place  to  hint  at  the  order  of 
taking  up  the  subjects. 

History  should  go  hand  in  hand  with  Geography. 
Perhaps  no  greater  mistake  is  made  than  that  of  de¬ 
ferring  History  till  one  of  the  last  things  in  the  child’s 
course. 


I 


RESPONSIBILITY  OF  THE  TEACHER.  23 

W riting. — W ritten  Arithmetic.— Composition. — Grammar. 

Writing  may  be  early  commenced  with  the  pencil 
upon  the  slate,  because  it  is  a  very  useful  exercise  to 
the  child  in  prosecuting  many  of  his  other  studies. 
But  writing  with  a  pen  may  well  be  deferred  till  the 
child  is  ten  years  of  age ,  when  the  muscles  shall  have 
acquired  sufficient  strength  to  grasp  and  guide  it. 

Written  Arithmetic  may  succeed  the  mental ;  in 
deed,  it  may  be  practised  along  with  it. 

Composition — perhaps  by  another  name,  as  Descrip 
tion — should  be  early  commenced  and  very  frequently 
practised.  The  child  can  be  early  interested  in  this, 
and  he  probably  in  this  way  acquires  a  better  know¬ 
ledge  of  practical  grammar  than  in  any  other. 

Grammar ,  in  my  opinion,  as  a  study,  should  be  one 
of  the  last  of  the  common  school  branches  to  be  taken 
up.  It  requires  more  maturity  of  mind  to  understand 
its  relations  and  dependencies  than  any  other ;  and 
that  which  is  taught  of  grammar  without  such  an  un¬ 
derstanding,  is  a  mere  smattering  of  technical  tc?~7ns, 
by  which  the  pupil  is  injured  rather  than  improved. 
It  may  be  said,  that  unless  scholars  commence  this 
branch  early,  they  never  will  have  the  opportunity  to 
learn  it.  Then  let  it  go  unlearned  ;  for  as  far  as  I 
have  seen  the  world,  I  am  satisfied  that  this  early  and 
superficial  teaching  of  a  difficult  subject  is  not  only 
useless  but  positively  injurious.  How  many  there  are 
who  study  grammar  for  years,  and  then  are  obliged  to 
confess  in  after  life,  because  “  their  speech  bewrayeth” 
them,  that  they  never  understood  it  !  How  many, 
by  the  too  early  study  of  an  intricate  branch,  make 


24  RESPONSIBILITY  OF  THE  TEACHER. 

How  to  study. — Not  words,  but  thoughts. 

themselves  think  they  understand  it,  and  thus  prevent 
the  hope  of  any  further  advancement  at  the  proper 
age  !  Grammar ,then,  should  not  he  studied  too  early. 

Of  the  manner  of  teaching  all  these  branches,  I  shall 
have  more  to  say  in  due  time.  At  present  I  have  only 
noticed  the  order  in  which  they  should  be  taken  up. 
This  is  a  question  of  much  consequence  to  the  child, 
and  the  teacher  is  generally  responsible  for  it.  He 
should  therefore  carefully  consider  this  matter,  that  he 
may  be  able  to  decide  aright. 

2.  The  manner  of  study.  It  is  of  quite  as  much 
importance  how  we  study,  as  what  we  study.  Indeed 
I  have  thought  that  much  of  the  difference  among 
men  could  be  traced  to  their  different  habits  of  study, 
formed  in  youth.  A  large  portion  of  our  scholars 
study  for  the  sake  of  preparing  to  recite  the  lesson. 
They  seem  to  have  no  idea  of  any  object  beyond 
recitation.  The  consequence  is,  they  study  mechan¬ 
ically.  They  endeavor  to  remember  phraseology, 
rather  than  principles  ;  they  study  the  hook ,  not  the 
subject.  Let  any  one  enter  our  schools  and  see  the 
scholars  engaged  in  preparing  their  lessons.  Scarcely 
one  will  be  seen,  who  is  not  repeating  over  and  over 
again  the  words  of  the  text,  as  if  there  was  a  saving 
charm  in  repetition.  Observe  the  same  scholars  at 
recitation,  and  it  is  a  struggle  of  the  memory  to  recall 
the  forms  of  words.  The  vacant  countenance  too  often 
indicates  that  they  are  words  without  meaning.  This 
difficulty  is  very  much  increased,  if  the  teacher  is 
confined  to  the  text-book  during  recitation  ;  and  par- 


RESPONSIBILITY  OF  THE  TEACHER.  25 

Teacher’s  duty. — Books  but  helps. — Study  objects. 

ticularly,  if  he  relies  mainly  upon  the  printed  questions 
so  often  found  at  the  bottom  of  the  page. 

The  scholar  should  be  encouraged  to  study  the  sub¬ 
ject  ;  and  his  book  should  be  held  merely  as  the  in¬ 
strument.  “  Books  are  but  helps,”  is  a  good  motto 
for  every  student.  The  teacher  should  often  tell  how 
the  lesson  should  be  learned.  His  precept  in  this 
matter  will  often  be  of  use.  Some  scholars  will  learn 
a  lesson  in  one  tenth  of  the  time  required  by  others. 
Human  life  is  too  short  to  have  any  of  it  employed 
to  disadvantage.  The  teacher,  then,  should  inculcate 
such  habits  of  study  as  are  valuable  ;  and  he  should 
be  particularly  careful  to  break  up,  in  the  recitations, 
those  habits  which  are  so  grossly  mechanical.  A  child 
may  almost  be  said  to  be  educated,  who  has  learned  to 
study  aright ;  while  one  may  have  acquired  in  the  me¬ 
chanical  way  a  great  amount  of  knowledge,  and  yet 
have  no  profitable  mental  discipline. 

For  this  difference  in  children,  as  well  as  in  men,  the 
teacher  is  more  responsible  than  any  other  person. 
Let  him  carefully  consider  this  matter. 

3.  Collateral  study.  Books  to  be  sure  are  to  be 
studied,  and  studied  chiefly ,  in  most  of  our  schools. 
But  there  is  much  for  the  teacher  to  do  toward  the 
growth  of  the  mind,  which  is  not  to  be  found  in  the 
school-books  ;  and  it  is  the  practical  recognition  of  this 
fact  which  constitutes  the  great  difference  in  teachers. 
Truth ,  in  whatever  department,  is  open  to  the  faithful 
teacher.  And  there  is  such  a  thing,  even  in  the  pres¬ 
ent  generation,  as  “  opening  the  eyes  of  the  blind,”  to 

3 


26  RESPONSIBILITY  OF  THE  TEACHER. 

Teaching  to  observe. — Mind  not  to  be  crammed. 

discover  things  new  and  old,  in  nature,  in  the  arts,  in 
history,  in  the  relation  of  things.  Without  diminishing, 
in  the  least,  the  progress  of  the  young  in  study,  their 
powers  of  observation  may  be  cultivated,  their  percep¬ 
tion  quickened,  their  relish  for  the  acquisition  of  know¬ 
ledge  indefinitely  increased,  by  the  instrumentality  of 
the  teacher.  This  must  of  course  be  done  adroitly. 
There  is  such  a  thing  as  excessively  cramming  the 
mind  of  a  child,  till  he  loathes  every  thing  in  the  way 
of  acquisition.  There  is  such  a  thing,  too,  as  exciting 
an  all-pervading  interest  in  a  group  of  children,  so  that 
the  scholar  shall  welcome  the  return  of  school  hours, 
and,  by  his  cheerful  step  and  animated  eye,  as  he  seeks 
the  school-house,  disclaim,  as  false  when  applied  to 
him,  the  language  of  the  poet,  who  described  the 
school-boy  of  his  darker  day, — 

“  with  his  satchel, 

And  shining  morning  face,  creeping,  like  snail , 

Unwillingly  to  school.” 

The  teacher,  who  is  responsible  for  such  a  result, 
should  take  care  to  store  his  own  mind  with  the  mate¬ 
rial,  and  exercise  the  ingenuity,  to  do  that  which  is  of 
so  much  consequence  to  the  scholar.  The  chapter  on 
“Waking  up  Mind”  will  give  some  further  hints  to 
the  young  teacher. 

III.  The  teacher  is  in  a  degree  responsible  for  the 

MORAL  TRAINING  of  the  child. 

I  say  in  a  degree ,  because  it  is  confessed  that  in 
this  matter  very  much  likewise  depends  upon  parental 
influence. 


RESPONSIBILITY  OF  THE  TEACHER. 


27 


Moral  training  neglected. — Precept. — Example. 


This  education  of  the  heart  is  confessedly  too^much  ' 
neglected  in  all  our  schools.  It  has  often  been  re¬ 
marked  that  “  knowledge  is  power,”  and  as  truly  that 
“  knowledge  without  principle  to  regulate  it  may  make 
a  man  a  powerful  villain  !”  It  is  all-important  that  our 
youth  should  early  receive  such  moral  training,  as 
shall  make  it  safe  to  give  them  knowledge.  Very 
much  of  this  work  must  devolve  upon  the  teacher;  or 
rather,  when  he  undertakes  to  teach,  he  assumes  the 
responsibility  of  doing  or  of  neglecting  this  work. 

The  precept  of  the  teacher  may  do  much  toward 
teaching  the  child  his  duty  to  God,  to  himself,  and  to 
his  fellow-beings.  But  it  is  not  mainly  by  precept 
that  this  is  to  be  done.  Sermons  and  homiiies  are 
but  little  heeded  in  the  school-room ;  and  unless  the 
teacher  has  some  other  mode  of  reaching  the  feelings 
and  the  conscience,  he  may  despair  of  being  success¬ 
ful  in  moral  training. 


The  teacher  should  be  well  versed  in  human  nature. 
He  should  know  the  power  of  conscience  and  the 
means  of  reaching  it.  He  should  himself  have  deep 
principle.  His  example  in  every  thing  before  his 
school,  should  be  pure,  flowing  out  from  the  purity 
of  his  soul.  He  should  ever  manifest  the  tenderest  re¬ 
gard  to  the  law  of  right  and  of  love.  He  should  never 
violate  his* own  sense  of  justice,  nor  outrage  that  of 
his  pupils.  Such  a  man  teaches  by  his  example.  He 
is  a  “  living  epistle,  known  and  read  of  all.”  He 
teaches,  as  he  goes  in  and  out  before  the  school,  as 
words  can  never  teach. 


28  RESPONSIBILITY  OF  THE  TEACHER. 

Conscience  can  be  cultivated. — How  ? 

The  moral  feelings  of  children  are  capable  of  sys¬ 
tematic  and  successful  cultivation.  Our  muscles  ac¬ 
quire  strength  by  use  ;  it  is  so  with  our  intellectual 
and  moral  faculties.  We  educate  the  power  of  calcu¬ 
lation  by  continued  practice,  so  that  the  proficient  adds 
the  long  column  of  figures  almost  with  the  rapidity  of 
sight,  and  with  infallible  accuracy.  So  with  the  moral 
feelings.  “  The  more  frequently  we  use  our  con¬ 
science,”  says  Dr.  Wayland,  “  in  judging  between  ac¬ 
tions,  as  right  and  wrong,  the  more  easily  shall  we 
learn  to  judge  correctly  concerning  them.  He  who, 
before  every  action,  will  deliberately  ask  himself,  ‘  Is 
this  right  or  wrong?’  will  seldom  mistake  what  is  his 
duty.  And  children  may  do  this  as  well  as  grown 
persons.”  Let  the  teacher  appeal  as  often  as  may  be 
to  the  pupil’s  conscience.  In  a  thousand  ways  can 
this  be  done,  and  it  is  a  duty  the  faithful  teacher  owes 
to  his  scholars. 

By  such  methods  of  cultivating  the  conscience  as 
the  judicious  teacher  may  devise,  and  by  his  own  pure 
example,  what  may  he  not  accomplish  ?  If  he  loves 
the  truth,  and  ever  speaks  the  truth ;  if  he  is  ever 
frank  and  sincere  ;  if,  in  a  word,  he  shows  that  he 
has  a  tender  conscience  in  all  things,  and  that  he 
always  refers  to  it  for  its  approval  in  all  his  acts, — 
what  an  influence  does  he  exert  upon  the«impressible 
minds  under  his  guidance  !  How  those  children  will 
observe  his  consistent  course  ;  and,  though  they  may 
not  speak  of  it,  how  great  will  be  its  silent  powei 
upon  the  formation  of  their  characters  !  And  in  future 


RESPONSIBILITY  OF  THE  TEACHER.  29 

Evil  example  to  be  dreaded. — Consequences. 

years,  when  they  ripen  into  maturity,  how  will  they 
remember  and  bless  the  example  they  shall  have  found 
so  safe  and  salutary. 

Responsibility  in  this  matter  cannot  be  avoided. 
The  teacher  by  his  example  does  teach ,  for  good  or 
for  evil,  whether  he  will  or  not.  Indifference  will  not 
excuse  him  ;  for  when  most  indifferent  he  is  not  less 
accountable.  And  if  his  example  be  pernicious,  as 
too  often  even  yet  the  example  of  the  teacher  is  ;  if  he 
indulges  in  outbreaks  of  passion,  or  wanders  in  the 
mazes  of  deceitfulness  ;  if  the  blasphemous  oath  pol¬ 
lutes  his  tongue,  or  the  obscene  jest  poisons  his 
breath  ;  if  he  trifles  with  the  feelings  or  the  rights 
of  others,  and  habitually  violates  his  own  conscience, 
— what  a  blighting  influence  is  his  for  all  coming 
time  ! 

With  all  the  attachment  which  young  pupils  will 
cherish  even  toward  a  bad  teacher,  and  with  all  the 
confidence  they  will  repose  in  him,  who  can  describe 
the  mischief  which  he  can  accomplish  in  one  short 
term  ?  The  school  is  no  place  for  a  man  without 
principle;  I  repeat,  the  school  is  no  place  for  a 
man  without  PRINCIPLE.  Let  such  a  man  seek  a 
livelihood  anywhere  else  ;  or,  failing  to  gain  it  by 
other  means,  let  starvation  seize  the  body,  and  send 
the  soul  back  to  its  Maker  as  it  is,  rather  than  he 
should  incur  the  fearful  guilt  of  poisoning  youthful 
minds  and  dragging  them  down  to  his  own  pitiable 
level.  If  there  can  be  one  sin  greater  than  another, 

on  which  heaven  frowns  with  more  awful  displeasure, 

3* 


30  RESPONSIBILITY  OF  THE  TEACHER. 

Trample  not  on  the  mind.— Religion  our  glory — our  hope. 

it  is  that  of  leading  the  young  into  principles  of  erroi 
and  the  debasing  practices  of  vice. 

“  Oh,  wo  to  those  who  trample  on  the  mind, 

That  deathless  thing  !  They  know  not  what  they  do, 

Nor  what  they  deal  with.  Man,  perchance,  may  bind 
The  flower  his  step  hath  bruised ;  or  light  anew 
The  torch  he  quenches ;  or  to  music  wind 
Again  the  lyre-string  from  his  touch  that  flew ; — 

But  for  the  soul,  oh,  tremble  and  beware 
To  lay  rude  hands  upon  God’s  mysteries  there !” 

Let  then  the  teacher  study  well  his  motives  when 
he  enters  this  profession,  and  so  let  him  meet  his  re¬ 
sponsibility  in  this  matter  as  to  secure  the  approval  of 
his  own  conscience  and  his  God. 

IV.  The  teacher  is  to  some  extent  responsible  for 
the  religious  training  of  the  young. 

We  live  in  a  Christian  land.  It  is  our  glory,  if  not 
our  boast,  that  we  have  descended  from  an  ancestry 
that  feared  God  and  reverenced  his  word.  Very  justly 
we  attribute  our  superiority  as  a  people  over  those  who 
dwell  in  the  darker  portions  of  the  world,  to  our  purer 
faith  derived  from  that  precious  fountain  of  truth — the 
Bible.  Very  justly,  too,  does  the  true  patriot  and  phi¬ 
lanthropist  rely  upon  our  faith  and  practice  as  a  Chris¬ 
tian  people  for  the  permanence  of  our  free  institutions 
and  our  unequaled  social  privileges. 

If  we  are  so  much  indebted,  then,  to  the  Christian 
religion  for  what  we  are,  and  so  much  dependent  upon 
its  life-giving  truths  for  what  we  may  hope  to  be, — how 
important  is  it  that  all  our  youth  should  be  nurtured 
under  its  influences  ! 


RESPONSIBILITY  OF  THE  TEACHER.  31 

Avoid  sectarianism. — Common  ground. — Exemplified. 

When  I  say  religious  training,  I  do  not  mean  sec¬ 
tarianism.  In  our  public  schools,  supported  at  the 
public  expense,  and  in  which  the  children  of  all  de 
nominations  meet  for  instruction,  I  do  not  think  that 
any  man  has  a  right  to  crowd  his  own  peculiar  notions 
of  theology  upon  all,  whether  they  are  acceptable  or 
not.  Yet  there  is  common  ground  which  he  can  oc¬ 
cupy,  and  to  which  no  reasonable  man  can  object. 
He  can  teach  a  reverence  for  the  Supreme  Being, 
a  reverence  for  his  Holy  Word,  for  the  influences 
of  his  Spirit,  for  the  character  and  teachings  of  the 
Savior,  and  for  the  momentous  concerns  of  eter¬ 
nity.  He  can  teach  the  evil  of  sin  in  the  sight  of 
God,  and  the  awful  consequences  of  it  upon  the  indi 
vidual.  He  can  teach  the  duty  of  repentance,  and  the 
privilege  of  forgiveness.  He  can  teach  our  duty  to 
worship  God,  to  obey  his  laws,  to  seek  the  guidance 
of  his  Spirit,  and  the  salvation  by  his  Son.  He  can 
illustrate  the  blessedness  of  the  divine  life,  the  beauty 
of  holiness,  and  the  joyful  hope  of  heaven  ; — and  to 
all  this  no  reasonable  man  will  be  found  to  object,  sc 
long  as  it  is  done  in  a  truly  Christian  spirit. 

If  not  in  express  words,  most  certainly  his  life  and 
example  should  teach  this.  Man  is  a  religious  being. 
The  religious  principle  should  be  early  cultivated. 
It  should  be  safely  and  carefully  cultivated  ;  and,  as 
this  cultivation  is  too  often  entirely  neglected  by 
parents,  unless  it  is  attempted  by  the  teacher,  in  many 
cases  it  will  never  be  effected  at  all. 

Of  course  all  those  points  which  separate  the  com 


32  RESPONSIBILITY  OF  THE  TEACHER. 

Danger  of  skepticism. — Who  is  sufficient  ? 

munity  into  sects,  must  be  left  to  the  family,  the  sab¬ 
bath-school,  and  the  pulpit.  The  teacher  is  responsi¬ 
ble  for  his  honesty  in  this  matter.  While  he  has  no 
right  to  lord  it  over  the  private  conscience  of  any  one, 
he  is  inexcusable,  if,  believing  the  great  truths  of  the 
Bible,  he  puts  them  away  as  if  they  concerned  him 
not.  They  should  command  his  faith,  and  govern  his 
conduct ;  and  their  claims  upon  the  young  should  not 
be  disowned. 

At  any  rate,  the  teacher  should  be  careful  that  his 
teaching  and  his  example  do  not  prejudice  the  youthful 
mind  against  these  truths.  It  is  a  hazardous  thing  for 
a  man  to  be  skeptical  by  himself,  even  when  he  locks 
his  opinions  up  in  the  secrecy  of  his  own  bosom  ;  how 
great  then  is  the  responsibility  of  teaching  the  young 
to  look  lightly  upon  the  only  book  that  holds  out  to  us 
the  faith  of  immortality,  and  opens  to  us  the  hope  of 
heaven  !  Let  the  teacher  well  consider  this  matter, 
and  take  heed  that  his  teaching  shall  never  lead  one 
child  of  earth  away  from  his  heavenly  Father,  or  from 
the  rest  of  the  righteous  in  the  home  of  the  blest. 

In  view  of  what  has  been  said,  the  young  candidate 
for  the  teacher’s  office,  almost  in  despair  of  success, 
may  exclaim,  “  Who  is  sufficient  for  these  things  ?” 
“  Who  can  meet  and  sustain  such  responsibility  ?” 
My  answer  is,  the  true  inquirer  after  duty  will  not  go 
astray,  tie  is  insufficient  for  these  things,  who  is 
self-confident,  who  has  not  yet  learned  his  own  weak¬ 
ness,  who  has  never  found  out  his  own  faults,  and  wh 


RESPONSIBILITY  OF  THE  TEACHER.  33 

Inexcusable  indifference. — The  honest  inquirer  may  hope. 

rushes  to  this  great  work,  as  the  unheeding  “  horse 
rusheth  into  the  battle,”  not  knowing  whither  he  goeth. 
Alas,  how  many  there  are  who  enter  this  profession 
without  the  exercise  of  a  single  thought  of  the  respon¬ 
sibleness  of  the  position,  or  of  any  of  the  great  ques¬ 
tions  which  must  in  their  schools  for  the  first  time  be 
presented  for  their  decision  !  How  many  there  are 
who  never  reflect  upon  the  influence  of  their  example 
before  the  young,  and  are  scarcely  conscious  that  their 
example  is  of  any  consequence  !  Such,  in  the  highest 
sense,  will  fail  of  success.  How  can  they  be  expect¬ 
ed  to  go  right,  where  there  is  only  one  right  way,  but 
a  thousand  wrong  ?  Let  such  persons  pause  and  con¬ 
sider,  before  they  assume  responsibilities  which  they 
can  neither  discharge  nor  evade.  Let  such  ask  with 
deep  solicitude,  “  Who  is  sufficient  for  these  things  ?” 

But  to  the  young  person  really  desirous  of  improve¬ 
ment  ;  to  him  who  has  taken  the  first  and  important 
step  toward  knowledge,  by  making  the  discovery  that 
every  thing  is  not  already  known  ;  to  him  who  sees 
beforehand  that  there  are  real  difficulties  in  this  pro¬ 
fession,  and  who  is  not  too  proud  or  self-conceited  to 
feel  the  need  of  special  preparation  to  meet  them  ;  to 
him  who  has  some  idea  of  the  power  of  example  in 
the  educator,  and  who  desires  most  of  all  things  that 
his  character  shall  be  so  pure  as  to  render  his  ex¬ 
ample  safe ;  to  him  who  has  discovered  that  there  are 
some  deep  mysteries  in  human  nature,  and  that  they 
are  only  to  be  fathomed  by  careful  study  ;  to  him  who 

really  feels  that  a  great  thing  is  to  be  done,  and  who 

3 


34  RESPONSIBILITY  OF  TIIE  TEACHER. 

Visit  to  the  prison. — Neatness  and  order. — An  inquiry. — Library. 

has  the  sincere  desire  to  prepare  himself  to  do  it 
aright ;  to  him,  in  short,  who  has  the  true  spirit  of  the 
teacher , — I  may  say,  there  is  nothing  to  fear.  An 
honest  mind,  with  the  requisite  industry,  is  sufficient 
for  these  things. 

SECTION  III.  — THE  AUBURN  STATE  PRISON. 

During  my  visit  at  Auburn  in  the  autumn  of  1845, 
I  was  invited  by  a  friend  to  visit  the  prison,  in  which 
at  that  time  were  confined  between  six  and  seven  hun¬ 
dred  convicts.  I  was  first  taken  through  the  various 
workshops,  where  the  utmost  neatness  and  order  pre 
vailed.  As  I  passed  along,  my  eye  rested  upon  one 
after  another  of  the  convicts,  I  confess,  with  a  feeling 
of  surprise.  There  were  many  good-looking  men. 
If,  instead  of  their  parti-colored  dress,  they  could  have 
been  clothed  in  the  citizen’s  garb,  I  should  have 
thought  them  as  good  in  appearance  as  laboring  men 
in  general.  And  when,  to  their  good  appearance,  was 
added  their  attention  to  their  work,  their  ingenuity, 
and  the  neatness  of  their  work-rooms,  my  own  mind 
began  to  press  the  inquiry,  Why  are  these  men  here  ? 
It  was  the  afternoon  of  Saturday.  Many  of  them  had 
completed  their  allotted  work  for  the  week,  and  with 
happy  faces  were  performing  the  customary  ablutions 
preparatory  to  the  sabbath.  Passing  on,  we  came  to 
the  library,  a  collection  of  suitable  books  for  the  con¬ 
victs,  which  are  given  out  as  a  reward  for  diligence  to 
those  who  have  seasonably  and  faithfully  performed 


RESPONSIBILITY  OF  THE  TEACHER.  35 

Wyatt  the  murderer. — Sabbath  morn. — General  view. 

their  labor.  Here  were  many  who  had  come  to  take 
their  books.  Their  faces  beamed  with  delight  as  they 
each  bore  away  the  desired  volume,  just  as  I  had  seen 
the  faces  of  the  happy  and  the  free  do  before.  Why 
are  these  men  here  ?  was  again  pressed  upon  me  ; — 
why  are  these  men  here  ? 

At  this  time  the  famous  Wyatt,  since  executed 
upon  the  gallows  for  his  crime,  was  in  solitary  confine¬ 
ment,  awaiting  his  trial  for  the  murder  of  Gordon,  a 
fellow-prisoner.  I  was  permitted  to  enter  his  room. 
Chained  to  the  floor,  he  was  reclining  upon  his  mat¬ 
tress  in  the  middle  of  his  apartment.  As  I  approached 
him,  his  large  black  eye  met  mine.  He  was  a  hand¬ 
some  man.  His  head  was  well  developed,  his  long 
black  hair  hung  upon  his  neck,  and  his  eye  was  one 
of  the  most  intelligent  I  ever  beheld.  Had  I  seen  him 
in  the  senate  among  great  men, — had  T  seen  him  in  a 
school  of  philosophers,  or  a  brotherhood  of  poets,  I 
should  probably  have  selected  him  as  the  most  remark¬ 
able  man  among  them  all,  without  suspecting  his  dis¬ 
tinction  to  be  a  distinction  of  villany.  Why  is  that 
man  here  ?  thought  I,  as  I  turned  away  to  leave  him 
to  his  dreadful  solitude. 

The  morrow  was  the  Sabbath.  I  could  not  repress 
my  desire  to  see  the  convicts  brought  together  for 
worship.  At  the  hour  of  nine  I  entered  their  chapel, 
and  found  them  all  seated  in  silence.  I  was  able  to 
see  most  of  the  faces  of  this  interesting  congregation. 
It  was  by  no  means  the  worst  looking  congregation  I 
had  ever  seen.  There  were  evidently  bad  men  there  ; 


36  RESPONSIBILITY  OF  THE  TEACHER. 

Worship. — Singing. — Prayer. — Deep  feeling. 

but  what  congregation  of  free  men  does  not  present 
some  such  ? 

They  awaited  in  silence  the  commencement  of  the 
service.  When  the  morning  hymn  was  read,  they 
joined  in  the  song,  the  chorister  being  a  colored  man 
of  their  own  number.  They  sung  as  other  congre¬ 
gations  sing,  and  my  voice  joined  with  theirs.  The 
Scripture  was  read.  They  gave  a  respectful  atten¬ 
tion.  The  prayer  was  begun.  Some  bowed  in  ap¬ 
parent  reverence  at  the  commencement.  Others  sat 
erect,  and  two  or  three  of  these  appeared  to  be  the 
hardened  sons  of  crime.  The  chaplain’s  voice  was 
of  a  deep,  perhaps  I  should  say,  a  fatherly  tone,  and 
he  seemed  to  have  the  father’s  spirit.  He  prayed  for 
these  “  wayward  ones,”  who  were  deprived  of  their 
liberty  for  their  offenses,  but  whom  God  would  welcome 
to  his  throne  of  mercy.  He  prayed  for  their  homes, 

and  for  their  friends  who  this  day  would  send  their 

* 

thoughts  hither  in  remembrance  of  those  in  bonds. 
He  alluded  to  the  scenes  of  their  childhood,  the  solici¬ 
tude  of  their  early  friends,  and  the  affection  of  their 
parents.  When  the  wmrds  home ,  friend ,  childhoody 
were  heard,  several  of  those  sturdy  sons  of  crime  and 
wnetchedness  instinctively  bowed  their  heads  and  con¬ 
cealed  their  faces  in  their  hands ;  and  as  a  father's 
blessing  and  a  mother’s  love  were  alluded  to,  more  than 
one  of  these  outcasts  from  society,  were  observed  to 
dash  the  scalding  tear  from  the  eye.  These  men 
feel  like  other  men, — why  are  they  here  ?  was  again 
the  thought  which  forced  itself  upon  my  mind ;  and 


RESPONSIBILITY  OF  THE  TEACHER.  37 

The  question  again. — Speculation. — Their  teachers. 

while  the  chaplain  proceeded  to  his  sermon,  in  the 
midst  of  the  silence  that  pervaded  the  room,  my  mind 
ran  back  to  their  educators.  Once  these  men  were 
children  like  others.  They  had  feelings  like  other  chil¬ 
dren,  affection,  reverence,  teachableness,  conscience, — 
why  are  they  here  ?  Some,  very  likely,  on  account  of 
their  extraordinary  perversity ;  but  most  because  they 
had  a  wrong  education.  More  than  half,  undoubtedly, 

have  violated  the  laws  of  their  country  not  from  extra- 
\ 

ordinary  viciousness,  but  from  the  weakness  of  their 
moral  principle.  Tempted  just  like  other  and  better 
men,  they  fell ,  because  in  early  childhood  no  one  had 
cultivated  and  strengthened  the  conscience  God  had 
given  them.  I  am  not  disposed  to  excuse  the  vices  of 
men,  nor  to  screen  them  from  merited  punishment ; 
neither  do  I  worship  a  “painted  morality,”  based  solely 
upon  education,  thus  leaving  nothing  for  the  religion 
of  the  Bible  to  accomplish  by  purifying  the  heart,  that 
fountain  of  wickedness  :  yet  how  many  of  these  men 
might  have  been  saved  to  society ;  how  many  of  them 
have  powers  which  under  different  training  might  have 
adorned  and  blessed  their  race  ;  how  many  of  them  may 
date  their  fall  to  the  evil  influence  and  poisonous  ex¬ 
ample  of  some  guide  of  their  childhood,  some  recreant 
teacher  of  their  early  days, — God  only  knows  !  But 
what  a  responsibility  still  rests  upon  the  head  of  any 
such  teacher,  if  he  did  not  know,  or  did  not  try  to  know, 
the  avenue  to  their  hearts  ;  if  he  did  not  feel  or  try  to  feel 
the  worth  of  moral  principle  to  these  very  fallen  ones  ! 
And  what  would  be  his  feelings  if  he  could  look  back 


38  RESPONSIBILITY  OF  THE  TELPHER. 

View  to  the  final  Judgment. — Study  to  know,  and  to  do. 

through  the  distant  days  of  the  past,  and  count  up 
exactly  the  measure  of  his  own  faithfulness  and  of  his 
own  neglect  ?  This  the  all-seeing  eye  alone  can  do, — 
this  He  who  looketh  upon  the  heart  ever  does  ! 

Teachers,  go  forth,  then,  conscious  of  your  responsi¬ 
bility  to  your  pupils,  conscious  of  your  accountability 
to  God,  go  forth  and  teach  this  people  ;  and  endeavor 
so  to  teach,  that  when  you  meet  your  pupils,  not  in 
the  walks  of  life  merely,  not  perhaps  in  the  Auburn 

Prison,  not  indeed  upon  the  shores  of  time,  but  at  the 

# 

final  Judgment,  where  you  must  meet  them  all,  you 
may  be  able  to  give  a  good  account  of  the  influence 
which  you  have  exerted  over  mind.  As  it  may  then 
be  forever  too  late  to  correct  your  errors  and  efface 
any  injury  done,  study  now  to  act  the  part  of  wisdom 
and  the  part  of  love. 

Study  the  human  heart  by  studying  the  workings  of 
your  own ;  seek  carefully  tlie  avenues  to  the  affec¬ 
tions  ;  study  those  higher  motives  which  elevate  and 
ennoble  the  soul ;  cultivate  that  purity  which  shall  al¬ 
lure  the  wayward,  by  bright  example,  from  the  paths  of 
error ;  imbue  your  own  souls  with  the  love  of  teach¬ 
ing  and  the  greatness  of  your  work  ;  rely  not  alone 
upon  yourselves,  as  if  by  your  own  wisdom  and  might 
you  could  do  this  great  thing ;  but  seek  that  direction 
which  our  heavenly  Father  never  withholds  from  the 
honest  inquirer  after  his  guidance, — and  though  the 
teacher’s  work  is,  and  ever  must  be,  attended  with 
overwhelming  responsibility,  you  will  be  sufficient 

FOR  THESE  THINGS. 


PERSONAL  HABITS,  ETC.  39 

The  teacher  a  model. — Importance  of  good  habits. 


CHAPTER  III. 

PERSONAL  HABITS  OF  THE  TEACHER. 

The  importance  of  correct  habits  to  any  individual 
cannot  be  overrated.  The  influence  of  the  teacher  is 
so  great  upon  the  children  under  his  care,  either  for 
good  or  evil,  that  it  is  of  the  utmost  importance  to 
them  as  well  as  to  himself  that  his  habits  should  be 
unexceptionable.  It  is  the  teacher’s  sphere  to  improve 
the  community  in  which  he  moves,  not  only  in  learn¬ 
ing,  but  in  morals  and  manners  ;  in  every  thing  that  is 
“  lovely  and  of  good  report.”  This  he  may  do  partly 
by  precept, — but  very  much  by  example.  He  teaches , 
wherever  he  is.  His  manners,  his  appearance,  his 
character,  are  all  the  subject  of  observation,  and  to  a 
great  extent  of  imitation,  by  the  young  in  his  district. 
He  is  observed  not  only  in  the  school,  but  in  the  fam¬ 
ily,  in  the  social  gathering,  and  in  the  religious  meet- 
ins;.  How  desirable  then  that  he  should  be  a  ?nodel  in 
all  things  ! 

Man  has  been  said  to  be  a  “bundle  of  habits  and 
it  has  been  as  pithily  remarked — “  Happy  is  the  man 
whose  habits  are  his  friends.”  It  were  well  if  all  per¬ 
sons,  before  they  become  teachers,  would  attend  care¬ 
fully  to  the  formation  of  their  personal  habits.  This, 


40  PERSONAL  HABITS 

Cleanliness. — Ablution.— The  teeth. — The  nails. 

unhappily,  is  not  always  done, — and  therefore  I  shall 
make  no  apology  for  introducing  in  this  place  some 
very  plain  remarks  on  what  I  deem  the  essentials 
among  the  habits  of  the  teacher. 

1.  Neatness.  This  implies  cleanliness  of  the  per¬ 
son.  If  some  who  assume  to  teach  were  not  proverbial 
for  their  slovenliness,  I  would  not  dwell  on  this  point. 
On  this  point,  however,  I  must  be  allowed  great  plain¬ 
ness  of  speech,  even  at  the  expense  of  incurring  the 
charge  of  excessive  nicety ;  for  it  is  by  attending  to  a 
few  little  things  that  one  becomes  a  strictly  neat  per¬ 
son.  The  morning  ablution,  then,  should  never  be 
omitted,  and  the  comb  for  the  hair  and  brush  for  the 
clothes  should  always  be  called  into  requisition  before 
the  teacher  presents  himself  to  the  family,  or  to  his 
school.  Every  teacher  would  very  much  promote  his 
own  health  by  washing  the  whole  surface  of  the  body 
every  morning  in  cold  water.  This  is  now  done  by 
very  many  of  the  most  enlightened  teachers,  as  well  as 
others.  When  physiology  is  better  understood,  this 
practice  will  be  far  more  general.  To  no  class  of 
persons  is  it  more  essential  than  to  the  teacher ;  for  on 
account  of  his  confinement,  often  in  an  unventilated 
room,  with  half  a  hundred  children  during  the  day, 
very  much  more  is  demanded  of  the  exhalents  in  him 
than  in  others.  His  only  safety  is  in  a  healthy  action 
of  the  skin. 

The  teeth  should  be  attended  to.  A  brush  and 
clean  water  have  saved  many  a  set  of  teeth.  It  is  bad 
enough  to  witness  the  deplorable  neglect  of  these  iin- 


OF  THE  TEACHER.  41 

A  vulgar  habit.— Neat  dress.— Tobacco.— A  puzzle. 

portant  organs  so  prevalent  in  the  community ;  but  it 
is  extremely  mortifying  to  see  a  filthy  set  of  teeth  in 
the  mouth  of  the  teacher  of  our  youth.  The  nails, 
too,  I  am  sorry  to  say,  are  often  neglected  by  some  of 
our  teachers,  till  their  ebony  tips  are  any  thing  but 
ornamental.  This  matter  is  made  worse,  when,  in  the 
presence  of  the  family  or  of  the  school,  the  penknife 
is  brought  into  requisition  to  remove  that  which  should 
have  received  attention  at  the  time  of  washing  in  the 
morning.  The  teacher  should  remember  that  it  is  a 
vulgar  habit  to  pare  or  clean  the  nails  while  in  the 
presence  of  others,  and  especially  during  conversation 
with  them. 

The  teacher  should  be  neat  in  his  dress.  I  do  not 
urge  that  his  dress  should  be  expensive.  His  income 
ordinarily  will  not  admit  of  this.  He  may  wear  a  very 
plain  dress  ;  nor  should  it  be  any  way  singular  in  its 
fashion.  All  I  ask  is,  that  his  clothing  should  be  in 
good  taste,  and  always  clean.  A  slovenly  dress,  covered 
with  dust,  or  spotted  with  grease,  is  never  so  much  out 
of  its  proper  place,  as  when  it  clothes  the  teacher. 

While  upon  this  subject  I  may  be  indulged  in  a 
word  or  two  upon  the  use  of  tobacco  by  the  teacher. 
It  is  quite  a  puzzle  to  me  to  tell  why  any  man  but 
a  Turk,  who  may  lawfully  dream  away  half  his  ex¬ 
istence  over  the  fumes  of  this  filthy  narcotic,  should 
ever  use  it.  Even  if  there  were  nothing  wrong  in 
the  use  of  unnatural  stimulants  themselves,  the  fil¬ 
thiness  of  tobacco  is  enough  to  condemn  it  among 
teachers,  especially  in  the  form  of  chewing.  It  is  cer- 


42  PERSONAL  HABITS 

Improved  taste. — Order,  system. — Courtesy  of  language. 

tainly  worth  while  to  ask  whether  there  is  not  some 
moral  delinquency  in  teaching  this  practice  to  the 
young,  while  it  is  admitted,  by  nearly  all  who  have 
fallen  into  the  habit,  to  be  an  evil,  and  one  from  which 
they  would  desire  to  be  delivered.  At  any  rate,  I  hope 
the  time  is  coming,  when  the  good  taste  of  teachers, 
and  a  regard  for  personal  neatness  and  the  comfort  of 
others,  shall  present  motives  sufficiently  strong  to  in¬ 
duce  them  to  break  away  from  a  practice  at  once  so 
unreasonable  and  so  disgusting. 

2.  Order.  In  this  place  I  refer  to  that  system  and 
regularity  so  desirable  in  every  teacher.  He  should 
practise  it  in  his  room  at  his  boarding-house.  Every 
thing  should  have  its  place.  His  books,  his  clothing, 
should  all  be  arranged  with  regard  to  this  principle. 
The  same  habit  should  go  with  him  to  the  school¬ 
room.  His  desk  there  should  be  a  pattern  of  orderly 
arrangement.  Practising  this  himself,  he  may  with 
propriety  insist  upon  it  in  his  pupils.  It  is  of  great 
moment  to  the  teacher,  that,  when  he  demands  order 
and  arrangement  among  his  pupils,  they  cannot  appeal 
to  any  breach  of  it  in  his  own  practice. 

3.  Courtesy.  The  teacher  should  ever  be  cour¬ 
teous,  both  in  his  language  and  in  his  manners.  Cour¬ 
tesy  of  language  may  imply  a  freedom  from  all  coaise- 
ness.  There  is  a  kind  of  communication,  used  among 
boatmen  and  hangers-on  at  bar-rooms,  which  should 
find  no  place  in  the  teacher’s  vocabulary.  All  vulgar 
jesting,  all  double-entendres,  all  low  allusions,  should 
be  forever  excluded  from  his  mouth.  And  profanity  ! 


OF  THE  TEACHER.  43 

Profanity. — Purity. — Accuracy. — Courtesy  of  manner. 

— can  it  be  necessary  that  I  should  speak  of  this  as 
among  the  habits  of  the  teacher?  Yes,  it  is  even  so. 
Such  is  the  want  of  moral  sense  in  the  community, 
that  men  are  still  employed  in  some  districts,  whose 
ordinary  conversation  is  poisoned  with  the  breath  of 
blasphemy ;  ay,  and  even  the  walls  of  the  school¬ 
room  resound  to  undisguised  oaths  !  I  cannot  find 
words  to  express  my  astonishment  at  the  indifference 
of  parents,  or  at  the  recklessness  of  teachers,  wherever 
I  know  such  cases  to  exist. 

Speaking  of  the  language  of  the  teacher,  I  might 
urge  also  that  it  should  be  both  pure  and  accurate. 
Pure  as  distinguished  from  all  those  cant  phrases  and 
provincialisms  which  amuse  the  vulgar  in  certain  lo¬ 
calities  ;  and  accurate  as  to  the  terms  used  to  express 
his  meaning.  As  the  teacher  teaches  in  this,  as  in 
every  thing,  by  example  as  well  as  by  precept,  he 
should  be  very  careful  to  acquire  an  unexceptionable 
use  of  our  language,  and  never  deviate  from  it  in  the 
hearing  of  his  pupils  or  elsewhere. 

There  is  a  courtesy  of  manner  also,  which  should 
characterize  the  teacher.  This  is  not  that  ridiculous 
obsequiousness  which  some  persons  assume,  when 
they  would  gain  the  good  opinion  of  others.  It  is  true 
politeness.  By  politeness  I  do  not  mean  any  particular 
form  of  words,  nor  any  prescribed  or  prescribable 
mode  of  action.  It  does  not  consist  in  bowing  ac¬ 
cording  to  any  approved  plan,  nor  in  a  compliance 
simply  with  the  formulas  of  etiquette  in  the  fashion¬ 
able  world.  True  politeness  is  founded  in  benevo- 


44  PERSONAL  HABITS 

Politeness,  in  the  teacher. — Anecdote. — The  secret. 

lence.  Its  law  is  embodied  in  the  golden  rule  of  the 
Savior  : — “  Whatsoever  ye  would  that  men  should  do 
to  you,  do  ye  even  so  unto  them.”  It  is  the  exercise 
of  real  kindness.  It  entertains  a  just  regard  for  the 
feelings  of  others,  and  seeks  to  do  for  them  what 
would  make  them  really  happy. 

The  teacher  should  possess  this  quality.  When¬ 
ever  he  meets  a  child,  it  should  be  with  the  looks  and 
words  of  kindness.  Whenever  he  receives  any  token 
of  regard  from  a  pupil,  he  should  acknowledge  it  in 
the  true  spirit  of  politeness.  Whenever  he  meets  a 
pupil  in  the  street,  or  in  a  public  place,  he  should  cor¬ 
dially  recognise  him.  In  this  way  and  a  thousand 
others,  which,  if  he  have  the  right  spirit,  will  cost  him 
nothing,  he  will  cultivate  true  courtesy  in  his  pupils. 
He  can  do  it  in  this  way  more  effectually  than  he  can 
by  formally  lecturing  upon  the  subject.  True  politeness 
will  always  win  its  true  reciprocation.  Two  teachers 
were  once  walking  together  in  the  streets  of  a  large 
town  in  New-England.  Several  lads  whom  they  met  on 
the  side-walk,  raised  their  caps  as  they  exchanged  the 
common  salutations  with  one  of  the  teachers.  “  What 
boys  are  these  that  pay  you  such  attention  as  they 
pass  ?”  inquired  the  other.  “  They  are  my  scholars,” 
answered  his  friend.  “  Your  scholars  !  Why  how 
do  you  teach  them  to  be  so  very  polite  ?  Mine  are 
pretty  sure  never  to  look  at  me  ;  and  generally  they 
take  care  to  be  on  the  other  side  of  the  street.”  “  I 
am  unable  to  tell,”  said  his  friend  ;  “  I  never  say  any 
thing  about  it.  I  usually  bow  to  them,  and  they  are  as 


OF  THE  TEACHER.  45 

Manners  neglected. — Punctuality  a  cardinal  virtue. 

ready  to  bow  to  me.”  The  whole  secret  consisted  in  this 
teacher’s  meeting  his  pupils  in  the  spirit  of  kindness. 

I  would  not,  however,  discourage  a  teacher  from  ac¬ 
tually  inculcating  good  manners  by  precept.  It  should 
indeed  be  done.  The  manners  of  pupils  are  too  much 
neglected  in  most  of  our  schools,  and,  I  am  sorry  to  say, 
in  most  of  our  families.  Our  youth  are  growing  up 
with  all  the  independence  of  sturdy  young  republicans, 
— and,  in  their  pride  of  freedom  from  governmental 
restraint,  they  sometimes  show  a  want  of  respect  for 
their  seniors  and  superiors,  which  is  quite  mortifying  to 
all  lovers  of  propriety.  It  is  the  teacher’s  province  to 
counteract  this  ;  and  in  order  to  do  it  well,  he  should 
possess  the  virtue  of  true  courtesy,  both  in  theory  and 
practice. 

4.  Punctuality.  This,  as  a  habit ,  is  essential  to 
the  teacher.  He  should  be  punctual  in  every  thing. 
He  should  always  be  present  at  or  before  the  time  for 
opening  the  school.  A  teacher  who  goes  late  to  school 
once  a  week,  or  even  once  a  month,  cannot  very  well 
enforce  the  punctual  attendance  of  his  pupils.  I  once 
knew  a  man  who  for  seven  long  years  was  never  late 
at  school  a  single  minute,  and  seldom  did  he  fail  to 
reach  his  place  more  than  five  minutes  before  the  tiihe. 
I  never  knew  but  one  such.  I  have  known  scores  who 
were  frequently  tardy,  and  sometimes  by  the  space  of 
a  whole  hour! 

A  teacher  should  be  as  punctual  in  dismissing  as  in 
opening  his  school.  I  know  that  some  make  a  virtue 
of  keeping  their  schools  beyond  the  regular  hours 


46  PERSONAL  HABITS 

Dismiss  punctually.— Regular  study.— Time  for  it. 

1  have  always  considered  this  a  very  questionable 
virtue.  If  a  teacher  wishes  to  stay  beyond  his  time,  it 
should  be  either  with  delinquents,  who  have  some  les¬ 
sons  to  make  up,  or  with  those  who  voluntarily  remain. 
But,  after  all,  if  he  has  been  strictly  punctual  to  the 
hours  assigned  for  his  various  duties  in  school,  there 
will  scarcely  be  the  necessity  for  him,  or  any  of  his 
pupils  to  remain  beyond  the  time  for  dismission  ;  and, 
as  a  general  rule,  a  regard  both  for  his  own  health  and 
theirs  should  forbid  this.  It  is  better  to  work  diligently 
while  one  does  work,  and  not  to  protract  the  time  of 
labor,  so  as  to  destroy  one’s  energy  for  to-morrow. 

This  habit  of  punctuality  should  run  through  every 
thing.  He  should  be  punctual  at  all  engagements  ;  he 
should  be  studiously  so  in  all  the  detail  of  school  exer¬ 
cises  ;  he  should  be  so  at  his  meals,  at  his  private 
studies,  at  his  hour  of  retiring  at  night  and  of  rising  in 
the  morning,  and  also  at  his  exercise  and  recreation. 
This  is  necessary  to  a  truly  exemplary  character,  and 
it  is  equally  as  necessary  to  good  health. 

5.  Habits  of  Study.  Unless  the  teacher  takes 
care  to  furnish  his  own  mind,  he  will  soon  find  his 
present  stock  of  knowledge,  however  liberal  that  may 
be,* fading  from  his  memory  and  becoming  unavailable. 
To  prevent  this,  and  to  keep  along  with  every  improve¬ 
ment,  he  should  regularly  pursue  a  course  of  study.  I 
say  regularly ;  for  in  order  to  accomplish  any  thing 
really  desirable,  he  must  do  something  every  day.  By 
strict  system  in  all  his  arrangements,  he  may  find  time 
to  do  it ;  and  whenever  I  am  told  by  a  teacher  that  he 


OF  THE  TEACHER.  47 

A  high  standard. — Excelsior  ! 

cannot,  find  time  to  study,  I  always  infer  that  there  is 
a  want  of  order  in  his  arrangements,  or  a  want  of 
punctuality  in  the  observance  of  that  order.  Human 
life  indeed  is  short ;  but  most  men  still  further  abridge 
the  period  allotted  to  them,  by  a  disregard  of  system. 


What  has  now  been  said,  upon  the  teacher's  spirit , 
the  teacher's  responsibility ,  and  the  teacher's  personal 
habits ,  will  embody  perhaps  my  views  upon  the  cha¬ 
racter  of  the  individual ,  who  may  be  encouraged  to 
engage  in  the  work  of  teaching.  Nor  do  I  think  the 
requirements  in  this  department  have  been  overstated. 
I  know,  indeed,  that  too  many  exercise  the  teacher’s 
functions  without  the  teacher’s  spirit  as  here  described, 
and  without  the  sense  of  responsibility  here  insisted 
on,  and  with  habits  entirely  inconsistent  with  those 
here  required.  But  this  does  not  prove  that  sucli 
teachers  have  chosen  the  right  calling,  or  that  the 
children  under  their  care  are  under  safe  and  proper 
guidance.  It  proves  rather  that  parents  and  school 
officers  have  too  often  neglected  to  be  vigilant,  or  that 
suitable  teachers  could  not  be  had. 

Let  none  think  of  lowering  the  standard  to  what  has 
been,  or  what  may  even  now  be  that  of  a  majority  of 
those  who  are  engaged  in  this  profession.  Every  young 
teacher’s  eye  should  be  directed  to  the  very  best  model 
in  this  work ;  and  he  should  never  be  satisfied  with 
bare  mediocrity.  Excelsior,  the  motto  of  the  Empire 
State,  may  well  be  the  motto  of  the  young  teacher. 


48  LITERARY  QUALIFICATIONS 

Profession  advancing ,  so  is  the  pay. 


CHAPTER  IV.  . 

LITERARY  QUALIFICATIONS  OF  THE  TEACHER. 

I  am  now  about  to  enter  an  extensive  field.  Since 
the  teacher  is  to  be  the  life  of  the  school,  it  is  of  great 
consequence  that  he  have  within  him  the  means  of 
sustaining  life. 

As  the  statutes  in  many  of  the  states  prescribe  the 
minimum  of  attainment  for  the  teacher,  I  might  per 
haps  spare  myself  the  labor  of  writing  on  this  point. 
Yet  in  a  thorough  work  on  the  Theory  and  Practice 
of  Teaching,  this  very  properly  comes  under  consider¬ 
ation. 

The  profession  of  teaching  is  advancing.  The 
present  standard  of  acquirement  demanded  of  the 
teacher,  excludes  many  who  were  considered  quite 
respectable  in  their  vocation,  ten  years  ago.  This  may 
well  be  so ;  for  within  that  time,  quite  an  advance  has 
been  made  in  the  compensation  offered  to  teachers. 
It  is  but  reasonable  that  acquirement  should  keep  pace 
with  the  reward  of  it.  Indeed,  the  talent  and  attain¬ 
ment  brought  into  the  field,  must  always  be  in  advance 
of  the  rate  of  compensation.  The  people  must  be  first 
convinced  that  teachers  are  better  than  they  were  years 
ago,  and  then  they  will  be  ready  to  reward  them.  In 
Massachusetts,  according  to  statistics  in  the  possession 


OF  THE  TEACHER.  49 

What  a  teacher  ought  to  know. — Orthography. 

of  the  Hon.  Horace  Mann,  Secretary  of  the  Board  of 
Education,  the  compensation  of  teachers  within  ten 
years  has  advanced  thirty-three  per  cent. ;  nor  is  it 
reasonable  to  suppose  that  this  advance  has  been  made, 
independent  of  any  improvement  among  the  teachers. 
Their  system  of  supervision  has  increased  in  strictness, 
during  this  time,  in  an  equal  ratio  ;  and  many  teachers, 
who  were  entirely  incompetent  for  their  places,  have 
thus  been  driven  to  other  employments.  The  cause  is 
still  onward ;  and  the  time  is  not  far  distant  when  the 
people  will  demand  still  more  thorough  teachers  for 
the  common  schools,  and  they  will  find  it  for  their 
interest  to  pay  for  them. 

Under  these  circumstances,  it  will  not  be  my  design 
to  give  the  very  lowest  qualifications  for  a  teacher  at 
present.  I  shall  aim  to  describe  those  which  a  teacher 
ought  to  possess,  in  order  to  command,  for  some  time  to 
come,  the  respect  of  the  enlightened  part  of  the  com¬ 
munity.  I  will  not  say  that  a  man,  with  less  attainment 
than  I  shall  describe,  may  not  keep  a  good  school ;  I 
have  no  doubt  that  many  do.  Yet  if  our  profession  is  to 
be  really  respectable,  and  truly  deserving  of  the  regard 
of  an  enlightened  people,  we  must  have  a  still  higher 
standard  of  qualification  than  I  shall  now  insist  on. 
The  following  is  a  list  of  the  studies  of  which  every 
teacher  should  have  a  competent  knowledge.  I  add 
also  to  each,  such  word  of  comment  as  appears  to  be 
necessary. 

1.  Orthography.  This  implies  something  more 
than  mere  spelling.  Spelling  is  certainly  indispen- 

4 


50  LITERARY  QUALIFICATIONS 

Our  alphabet. — Elementary  sounds. — Normal  chart. 

sable.  No  person  should  ever  think  of  teaching,  who 
is  not  an  accurate  speller.  But  the  nature  and  powers 
of  letters  should  also  be  mastered.  We  have  in  our 
language  about  forty  elementary  sounds  ;  yet  we  have 
but  twenty-six  characters  to  represent  them.  Our 
alphabet  is  therefore  imperfect.  This  imperfection  is 
augmented  by  the  fact  that  several  of  the  letters  are 
employed  each  to  represent  several  different  sounds. 
In  other  cases,  two  letters  combined  represent  the 
element.  There  are  also  letters,  as  c,  q,  and  x ,  which 
have  no  sound  that  is  not  fully  represented  by  other 
letters.  Then  a  very  large  number  of  our  letters  are 
silent  in  certain  positions,  while  they  are  fully  sounded 
in  others.  It  were  much  to  be  desired  that  we  might 
have  a  perfect  alphabet,  that  is,  as  many  characters  as 
we  have  elementary  sounds,  and  that  each  letter  should 
have  but  one  sound.  For  the  present  this  can  not  be  ; 
and  the  present  generation  of  teachers,  at  least,  will 
have  to  teach  our  present  orthography.  Those  systems 
of  orthography  are  much  to  be  preferred  which  begin 
with  the  elementary  sounds ,  and  then  present  the  letters 
as  their  representatives,  together  with  the  practice  of 
analyzing  words  into  their  elements,  thus  showing  at 
once  the  silent  letters  and  the  equivalents .  These 
systems  may  be  taught  in  half  the  time  that  the  old 
systems  can  be  ;  and  when  acquired,  they  are  of  much 
greater  practical  utility  to  the  learner.  As  my  views 
have  been  more  fully  presented  in  the  “  Normal  Chart 
of  Elementary  Sounds,”  prepared  for  the  use  of 
schools,  I  will  only  refer  the  reader  to  that  work. 


OF  THE  TEACHER. 


51 


Few  good  readers. — Mr.  Mann’s  statement. 

2.  Reading.  Every  teacher  should  be  a  good 
reader.  Not  more  than  one  in  every  hundred  among 
teachers  can  now  be  called  a  good  reader.  To  be  able 
to  read  well,  implies  a  quick  perception  of  the  meaning 
as  well  as  a  proper  enunciation  of  the  words.  It  is  a 
branch  but  poorly  taught  in  most  of  our  schools. 
Many  of  the  older  pupils  get  above  reading  before 
they  have  learned  to  read  well ;  and,  unfortunately, 
man}r  of  our  teachers  cannot  awaken  an  interest  in  the 
subject,  because  very  likely  they  cannot  read  any  better 
than  their  scholars. 

It  would  be  interesting  to  ascertain  how  large  a 
proportion  of  our  youth  leave  the  schools  without 
acquiring  the  power  readily  to  take  the  sense  of  any 
common  paragraph  which  they  may  attempt  to  read, 
I  am  inclined  to  think  the  number  is  not  small.*  In 


*  Since  writing  the  above,  my  eye  has  fallen  upon  the  following,  from 
the  second  Annual  Report  of  the  Secretary  of  the  Mass.  Board  of  Educa¬ 
tion,  “  I  have  devoted,”  says  Mr.  Mann,  “  especial  pains  to  learn,  with 
some  degree  of  numerical  accuracy,  how  far  the  reading  in  our  schools  is 
an  exercise  of  the  mind  in  thinking  and  feeling,  and  how  far  it  is  a  barren 
action  of  the  organs  of  speech  upon  the  atmosphere.  My  information  is 
derived  principally  from  the  written  statements  of  the  school  committees 
of  the  different  towns,— gentlemen,  who  are  certainly  exempt  from  all 
temptation  to  disparage  the  schools  they  superintend.  The  result  is  that 
more  than  eleven  twelfths  of  all  the  children  in  the  reading  classes  in  our 
schools,  do  not  understand  the  meaning  of  the  words  they  read ;  that 
they  do  not  master  the  sense  of  their  reading  lessons ;  and  that  the  ideas 
and  feelings  intended  by  the  author  to  be  conveyed  to  and  excited  in  the 
reader’s  mind,  still  rest  in  the  author’s  intention,  never  having  yet  reached 
the  place  of  their  destination.  It  would  hardly  seem  that  the  combined 
efforts  of  all  persons  engaged,  could  have  accomplished  more,  in  defeating 
the  true  objects  of  reading.  How  the  cause  of  this  deficiency  is  to  be 
apportioned  among  the  .egal  supervisors  of  the  schools,  parents,  teachers 


52  LITERARY  QUALIFICATIONS 

Hard  labor. — Analysis  of  words. — Writing. 

this  way  I  account  for  the  fact  that  so  many  cease  to 
read  as  soon  as  they  leave  school.  It  costs  them  so 
much  effort  to  decipher  the  meaning  of  a  book,  that  it 
counteracts  the  desire  for  the  gratification  and  improve¬ 
ment  it  might  otherwise  afford.  It  should  not  be  so 
The  teacher  should  be  a  model  of  good  reading ;  he 
should  be  enthusiastic  in  this  branch,  and  never  rest 
till  he  has  excited  the  proper  interest  in  it  among  the 
pupils,  from  the  oldest  to  the  youngest,  in  the  school. 

It  would  be  well  if  our  teachers  could  be  somewhat 
acquainted  with  the  Latin  and  Greek  languages,  as  this 
would  afford  them  great  facilities  in  comprehending 
and  defining  many  of  our  own  words.  As  this  cannot 
be  expected  for  the  present,  a  substitute  may  be  sought 
in  some  analysis  of  our  derivative  words.  Several 
works  have  somewhat  recently  been  prepared,  to  sup¬ 
ply,  as  far  as  may  be,  the  wants  of  those  who  have  not 
studied  the  classics.  I  should  advise  every  teacher,  for 
his  own  benefit,  to  master  some  one  of  these. 

3.  Writing.  It  is  not  respectable  for  the  teacher 
of  the  young  to  be  a  bad  writer ;  nor  can  it  ever 
become  so,  even  should  the  majority  of  bad  writers 
continue  to  increase.  The  teacher  should  take  great 
pains  to  write  a  plain,  legible  hand.  This  is  an 
essential  qualification. 

4,  Geography.  A  knowledge  of  the  principles  of 
Geography  is  essential.  This  implies  an  acquaintance 

and  authors  of  text-books,  it  is  impossible  to  say ;  but  surely  it  is  an  evil 
gratuitous,  widely-prevalent,  and  threatening  the  most  alarming  conse¬ 
quences,” 


OF  THE  TEACHER. 


53 


Geography . — History. — M  ental  Arithmetic . — Anecdotes. 

with  the  use  of  globes,  and  the  art  of  map-drawing. 
The  teacher  should  be  so  well  versed  in  geography, 
that,  with  an  outline  map  of  any  country  before  him, 
he  could  give  an  intelligent  account  of  its  surface, 
people,  resources,  history,  &c. ;  and  if  the  outline  map 
were  not  at  hand,  he  ought  to  be  able  to  draw  one 
from  memory, — at  least,  of  each  of  the  grand  divisions 
of  the  earth,  and  of  the  United  States. 

5.  History.  The  teacher  should  be  acquainted 
with  history, — at  least,  the  history  of  the  United  States. 
He  can  hardly  teach  geography  successfully  without 
a  competent  knowledge  of  both  ancient  and  modern 
history.  It  should,  in  the  main,  be  taught  in  our 
common  schools  in  connection  with  geography. 

6.  Mental  Arithmetic.  Let  every  teacher  be 
thoroughly  versed  in  some  good  work  on  this  subject. 
Colburn’s  was  the  first,  and  it  is  probably  the  best  that 
has  been  prepared.  That  little  book  has  done  more 
than  any  other  for  the  improvement  of  teaching  in  this 
country.  It  is  not  enough  that  the  teacher  is  able 
in  some  way  to  obtain  the  answers  to  the  questions 
proposed.  He  should  be  able  to  give  the  reason  for 
every  step  in  the  process  he  takes  to  obtain  them,  and 
to  do  it  in  a  clear  and  concise  manner.  It  is  this 
which  constitutes  the  value  of  this  branch  as  a  disci¬ 
pline  for  the  mind. 

I  may  never  forget  my  first  introduction  to  this  work. 
On  entering  an  academy  as  a  student,  in  1827,  after  I 
had  “  ciphered  through”  some  four  or  five  arithmetics 
on  the  old  plan,  my  teacher  asked  me  if  I  had  ever 


t 


54  LITERARY  QUALIFICATIONS 

Desirable  result. — Principles  above  rules. 

studied  Mental  Arithmetic,  extending  to  me  the  little 
book  above  named.  “  No,  sir.”  “  Perhaps  you  would 
like  to  do  so.”  I  opened  to  the  first  page,  and  saw 
this  question  :  “  How  many  thumbs  have  you  on  your 
right  hand  ?”  This  was  enough  ;  the  color  came  into 
my  face  and  I  pettishly  replied,  “  I  think  I  can  find 
out  the  number  of  my  thumbs  without  studying  a  book 
for  it.”  “  But,”  said  the  teacher,  “  many  of  our  young 
men  have  studied  it  and  they  think  they  have  been 
profited.  If  you  will  take  it,  and  turn  over  till  you 
find  a  little  exercise  for  your  mind,  I  think  you  will 
like  it.”  His  manner  was  open  and  sincere,  and  I 
took  the  little  book.  In  three  weeks  I  had  mastered 
it ;  and  I  had  gained,  in  that  time,  more  knowledge  of 
the  principles  of  arithmetic  than  I  had  ever  acquired 
in  all  my  life  before.  I  no  longer  “  saw  through  a 
glass  darkly.” 

7.  Written  Arithmetic.  This  everybody  de¬ 
mands  of  the  teacher ;  and  he  is  scarcely  in  danger 
of  being  without  fair  pretensions  in  this  branch.  He 
should,  however,  know  it  by  its  principles ,  rather  than 
by  its  rules  and  facts.  He  should  so  understand  it, 
that  if  every  arithmetic  in  the  world  should  be  burned, 
he  could  still  make  another,  constructing  its  rules  and 
explaining  their  principles.  He  should  understand 
arithmetic  so  well,  that  he  could  teach  it  thoroughly 
though  all  text-books  should  be  excluded  from  his 
school-room.  This  is  not  demanding  too  much.  Arith¬ 
metic  is  a  certain  science,  and  used  every  day  of  one’s 
life, — the  teacher  should  be  an  entire  master  of  it. 


OF  THE  TEACHER.  55 

Bigotry  in  grammar.— Cause  of  it.— One  book. 

8.  English  Grammar.  It  is  rare  that  a  teacher  is 
found  without  some  pretensions  to  English  Grammar ; 
yet  it  is  deplorable  to  observe  how  very  few  have  any 
liberal  or  philosophical  acquaintance  with  it.  In  many 
cases  it  is  little  else  than  a  system  of  barren  technical¬ 
ities.  The  teacher  studies  one  book,  and  too  often 
takes  that  as  his  creed.  In  no  science  is  it  more 
necessary  to  be  acquainted  with  several  authors.  The 
person  who  has  studied  but  one  text-book  on  grammar, 
even  if  that  be  the  best  one  extant,  is  but  poorly 
qualified  to  teach  this  branch.  There  is  a  philosophy 
of  language  which  the  teacher  should  carefully  study ; 
and  if  within  his  power,  he  should  have  some  ac¬ 
quaintance  with  the  peculiar  structure  of  other  lan¬ 
guages  besides  his  own.  It  can  hardly  be  expected 
that  the  common  teacher  should  acquire  an  accurate 
knowledge  of  other  languages  by  actually  studying 
them.  As  a  substitute  for  this,  I  would  recommend 
that  the  teacher  should  very  carefully  read  the  little 
work  of  De  Sacy  on  General  Grammar,  also  the 
article  “  Grammar”  in  the  Edinburgh  and  other  ency¬ 
clopaedias.  In  this  science  the  mind  naturally  runs  to 
bigotry ;  and  there  is  no  science  where  the  learner  is 
apt  to  be  so  conceited  upon  small  acquirements  as  in 
grammar.  Let  the  teacher  spare  no  pains  to  master 
this  subject. 

9.  Algebra.  This  branch  is  not  yet  required  to  be 
taught  in  all  our  schools  ;  yet  the  teacher  should  have  a 
thorough  acquaintance  with  it.  Even  if  he  is  never 
called  upon  to  teach  it,  (and  it  never  should  be  intro- 


56  LITERARY  QUALIFICATIONS 

Algebra. — Geometry. — Surveying. — Natural  Philosophy. 

duced  into  our  common  schools  till  very  thorough 
attainments  are  more  common  in  the  other  branches,) 
still  it  so  much  improves  the  mind  of  the  teacher,  that 
he  should  not  be  without  a  knowledge  of  it.  He 
will  teach  simple ‘arithmetic  much  better  for  knowing 
algebra.  I  consider  an  acquaintance  with  it  indispen¬ 
sable  to  the  thorough  teacher,  even  of  the  common 
school. 

10.  Geometry.  The  same  may  be  said  of  this 
branch  that  has  been  said  of  algebra.  Probably 
nothing  disciplines  the  mind  more  effectually  than  the 
study  of  geometry.  The  teacher  should  pursue  it  for 
this  reason.  He  will  teach  other  things  the  better  for 
having  had  this  discipline,  to  say  nothing  of  the  ad¬ 
vantage  which  a  knowledge  of  the  principles  of  geom¬ 
etry  will  give  him,  in  understanding  and  explaining  the 
branches  of  mathematics. 

11.  Plane  Trigonometry  and  Surveying.  In 
many  of  our  schools  these  branches  are  required  to  be 
taught.  They  are  important  branches  in  themselves, 
and  they  also  afford  good  exercise  for  the  mind  in 
their  acquisition.  The  young  teacher,  especially  the 
male  teacher,  should  make  the  acquirement. 

12.  Natural  Philosophy.  This  branch  is  not 
taught  in  most  of  our  district  schools.  The  teacher, 
however,  should  understand  it  better  than  it  is  presented 
in  many  of  the  simple  text-books  on  this  subject.  He 
should  have  studied  the  philosophy  of  its  principles, 
and  be  fully  acquainted  with  their  demonstration.  If 
possible,  he  should  have  had  an  opportunity  also  of 


OF  THE  TEACHER. 


57 


Chemistry. — Physiology. — Its  importance. 

seeing  the  principles  illustrated  by  experiment  This 
is  a  great  field  ;  let  not  the  teacher  be  satisfied  with 
cropping  a  little  of  the  herbage  about  its  borders. 

13.  Chemistry.  As  a  matter  of  intelligence,  the 
teacher  should  have  acquaintance  with  this  branch.  It 
is  comparatively  a  new  science,  but  it  is  almost  a 
science  of  miracles.  It  is  beginning  to  be  taught 
in  our  common  schools  ;  and  that  department  of  it 
which  relates  to  agriculture,  is  destined  to  be  of  vast 
importance  to  the  agricultural  interests  of  our  country. 
“  Instead  of  conjecture,  and  hazard,  and  doubt,  and 
experiment,  as  heretofore,  a  knowledge  of  the  com¬ 
position  of  soils,  the  food  of  plants,  and  the  processes 
of  nature  in  the  culture  and  growth  of  crops,  would 
elevate  agriculture  to  a  conspicuous  rank  among  the 
exact  sciences.”*  The  teacher  should  not  be  behind 
the  age  in  this  department. 

14.  Human  Physiology.  The  teacher  should  well 
understand  this  subject.  There  is  an  unpardonable 
ignorance  in  the  community  as  to  the  structure  of  the 
human  body,  and  the  laws  of  health,  the  observance 
of  which  is,  in  general,  a  condition  of  longevity,  not  to 
say  of  exemption  from  disease.  By  reference  to  sta¬ 
tistics,  it  has  been  ascertained  that  almost  a  fourth  part 
of  all  the  children  that  are  born,  die  before  they  are 
one  year  old.  More  than  one  third  die  before  they  are 
five  years  of  age  ;  and  before  the  age  of  eight,  more 
than  one  half  of  all  that  are  born  return  again  to  the 


*  Col.  Young. 


58 


LITERARY  QUALIFICATIONS 


Dr.  Woodward’s  opinion. — Quackery. 

earth  !  Of  those  who  survive,  how  many  suffer  the 
miseries  of  lingering  disease,  almost  sighing  for  death 
to  deliver  them  from  the  pangs  of  life  !  There  is 
something  deplorably  wrong  in  our  philosophy  of  living, 
else  the  condition  of  man  would  not  so  commonly  ap¬ 
pear  an  exception  to  the  truth  that  God  does  all  things 
well.*  Dr.  Woodward,  late  of  the  Massachusetts 
State  Lunatic  Hospital,  says  :  “  From  the  cradle  to  the 
grave,  we  suffer  punishment  for  the  violation  of  the 
laws  of  health  and  life.  I  hate  no  doubt  that  half  the 
evils  of  life,  and  half  the  deaths  that  occur  among 
mankind,  arise  from  ignorance  of  these  natural  laws  ; 
and  that  a  thorough  knowledge  of  them  would  diminish 
the  sufferings  incident  to  our  present  state  of  being  in 
very  nearly  the  same  proportion.”  I  know  not  how  an 
acquaintance  with  these  laws  can  be  in  any  way  so 
readily  extended  as  through  the  agency  of  our  teachers 
of  the  young.  At  any  rate,  the  teacher  himself  should 
understand  them,  both  for  his  own  profit  and  the 
means  thus  afforded  him  of  being  directly  useful  in 
the  discharge  of  his  duties  to  others.  I  have  already 


*  “  It  is  the  vast  field  of  ignorance  pertaining  to  these  subjects,  in  which 
quackery  thrives  and  fattens.  No  one  who  knows  any  thing  of  the  organs 
and  functions  of  the  human  system,  and  of  the  properties  of  those  objects 
in  nature  to  which  that  system  is  related,  can  hear  a  quack  descant  upon 
the  miraculous  virtues  of  his  nostrums,  or  can  read  his  advertisements 
in  the  newspapers,— wherein,  fraudulently  towards  man  and  impiously 
towards  God,  he  promises  to  sell  an  ‘  Elixir  of  Life,’  or  *  The  Balm  of 
Immortality,’  or  ‘  Resurrection  Pills,’ — without  contempt  for  his  ignorance 
or  detestation  of  his  guilt.  Could  the  quack  administer  his  nostrums  to  tho 
great  enemy,  Death,  then  indeed  we  might  expect  to  live  forever!”— 
Horace  Mann. 


OF  THE  TEACHER.  59 

Intellectual  and  Moral  Philosophy.— Rhetoric  and  Logic. 

shown  that  he  is  responsible  to  a  great  extent  for  the 
bodily  health  of  his  pupils.  A  thorough  knowledge  of 
physiology  will  enable  him  to  meet  this  responsibility 

15.  Intellectual  Philosophy.  This  is  necessary 
for  the  teacher.  His  business  is  with  the  mind.  He, 
of  all  men,  should  know  something  of  its  laws  and  its 
nature.  He  can  know  something,  indeed,  by  obser¬ 
vation  and  introspection ;  but  he  should  also  learn  by 
careful  study.  His  own  improvement  demands  it,  and 
his  usefulness  depends  upon  it. 

16.  Moral  Philosophy.  A  knowledge  of  this  may 
be  insisted  on  for  the  same  reasons  which  apply  to 
intellectual  philosophy.  It  is  so  important  that  the 
moral  nature  of  the  child  be  rightly  dealt  with,  that  he 
is  a  presumptuous  man  who  attempts  the  work  without 
the  most  careful  attention  to  this  subject. 

17.  Rhetoric  and  Logic.  These  are  of  great 
service  to  the  teacher  personally,  as  means  of  mental 
discipline  and  the  cultivation  of  his  own  taste.  Even 
if  he  is  never  to  teach  them,  they  will  afford  him  much 
assistance  in  other  departments  of  instruction.  He 
certainly  should  have  the  advantage  of  them. 

18.  Book-keeping.  Every  teacher  should  know 

■  a  .  V 

something  of  book-keeping,  at  least  by  single  entry ; 
and  also  be  conversant  with  the  ordinary  forms  of 
business.  The  profound  ignorance  on  this  subject 
among  teachers  is  truly  astonishing.*  Book-keeping 

*  A  teacher,  who  had  kept  a  private  school,  was  met  in  a  country  store 
one  day  by  one  of  his  patrons,  who  paid  him  for  the  tuition  of  his  child, 
asking  at  the  same  time  for  a  receipt.  The  teacher  stared  vacantly  at  his 


60  LITERARY  QUALIFICATIONS 

Book-keeping. — Anecdote. — Science  of  Government. 

should  be  a  common-school  study.  In  looking  over 
the  able  Report  of  the  Superintendent  of  Common 
Schools  in  New-York,  I  notice  in  fifty-three  counties, 
during  the  winter  of  1845-6,  that  among  225,540 
pupils  in  the  common  schools  only  922  studied  book¬ 
keeping  !  That  is,  a  study,  which  in  practical  life 
comes  home  to  the  interest  not  only  of  every  mer¬ 
chant,  but  of  every  farmer,  every  mechanic,  in  short, 
every  business  man,  is  almost  entirely  neglected  in 
the  schools, — while  it  is  yet  true  that  our  courts  of 
justice  display  evidences  of  the  most  deplorable  igno¬ 
rance  in  this  important  art.  Some  still  keep  their 
accounts  on  bits  of  paper ;  others  use  books,  but 
without  any  system,  order,  or  intelligibility ;  and  others 
still  mark  their  scores  in  chalk,  or  charcoal,  upon  the 
panel  of  the  cellar-door ! 

The  teacher  should  qualify  himself  not  only  to 
understand  this  subject,  but  to  teach  it  in  such  a  way 
that  it  can  be  easily  comprehended  by  the  classes  in 
our  common  schools. 

19.  Science  of  Government.  The  teacher  should, 
at  least,  be  well  acquainted  with  the  history  and  genius 
of  our  own  government,  the  constitution  of  the  United 
States,  and  of  his  own  state.  In  a  republican  govern¬ 
ment,  it  is  of  great  importance  that  the  young,  who  are 


patron.  “  Just  give  me  a  bit  of  paper,”  said  the  patron,  “  to  show  you ’ve 
got  the  money.”  “  Oh,  yes,  sir,”  said  tire  teacher ;  and  taking  a  pen  and 
paper,  wrote  the  following : 

“  I  have  got  the  money. 

J - D - .” 


OF  THE  TEACHER.  G1 

Anecdote.— Drawing. — Vocal  Music. 

to  take  an  active  part  in  public  measures  as  soon  as 
they  arrive  at  the  age  of  twenty-one,  should  before  that 
time  be  made  acquainted  with  some  of  their  duties  and 
relations  as  citizens.  This  subject  has  been  introduced 
successfully  into  many  of  our  common  schools ;  but 
whether  it  is  to  be  matter  of  formal  teaching  or  not, 
it  is  a  disgrace*  to  a  teacher  and  to  his  profession, 
to  be  ignorant  of  the  provisions  of  the  constitution  for 
the  mode  of  choosing  our  rulers. 

20.  Drawing.  The  good  teacher  should  understand 
the  principles  of  drawing.  He  should  also  be  able  to 
practise  this  art.  It  is  of  great  consequence  to  him. 
Without  neglect  of  other  things,  children  can  be  very 
profitably  taught  this  art  in  the  common  schools.  In 
the  absence  of  apparatus,  it  is  the  teacher’s  only  way 
of  addressing  the  eye  of  his  pupils,  in  illustrating 
his  teaching.  Every  teacher  should  take  pains,  not 
only  to  draw,  but  to  draw  well. 

21.  Vocal  Music.  It  is  not  absolutely  essential, 
though  very  desirable,  to  the  good  teacher,  that  he 
should  understand  music,  theoretically  and  practically. 
Music  is  becoming  an  exercise  in  our  best  schools ; 
and  wherever  introduced  and  judiciously  conducted,  it 
has  been  attended  with  pleasing  results.  It  promotes 


*  Not  long  since  a  teacher  of  a  public  school  afforded  lasting  amusement 
for  the  hangers-on  at  a  country  grocery.  He  was  jeered  for  belonging  to 
the  whig  party  by  which  Mr.  Tyler  was  brought  into  power.  “  No,  no,” 
said  he,  “  I  voted  for  Gen.  Harrison,  but  I  never  voted  for  John  Tyler  f 
“How  did  you  do  that?”  inquired  a  by-stander.  “  Why  I  cut  Tyler's 
name  off  of  the  ticket ,  to  be  sure !” 


62  LITERARY  QUALIFICATIONS 

Safety  valve.— Martin  Luther.— Remarks. 

good  reading  and  speaking,  by  disciplining  the  ear  to 
distinguish  sounds  ;  and  it  also  facilitates  the  cultiva¬ 
tion  of  the  finer  feelings  of  our  nature.  It  aids  very 
much  in  the  government  of  the  school,  as  its  exercise 
gives  vent  to  that  restlessness  which  otherwise  would 
find  an  escapement  in  boisterous  noise  and  whispering, 
— and  thus  it  often  proves  a  safety  valve ,  through 
which  a  love  of  vociferation  and  activity  may  pass  off 
in  a  more  harmless  and  a  more  pleasing  way.  “  The 
schoolmaster  that  cannot  sing,”  says  Martin  Luther,  “  I 
would  not  look  upon.”  Perhaps  this  language  is  too 
strong ;  but  it  is  usually  more  pleasant  to  look  upon  a 
school  where  the  schoolmaster  can  sing. 


I  have  thus  gone  through  with  a  list  of  studies  which, 
it  seems  to  me,  every  one  who  means  to  be  a  good 
teacher,  even  of  a  common  school,  should  make  himself 
acquainted  with.  I  would  not  condemn  a  teacher  who, 
having  other  good  qualities,  and  a  thorough  scholarship 
as  far  as  he  has  gone,  might  lack  several  of  the 
branches  above  named.  There  have  been  many  good 
teachers  without  all  this  attainment ;  but  how  much 
better  they  might  have  been  with  it ! 

I  have  made  this  course  of  study  as  limited  as  I 
possibly  could,  taking  into  view  the  present  condition 
and  wants  of  our  schools.  No  doubt  even  more  will 
be  demanded  in  a  few  years.  I  would  have  the  present 
race  of  teachers  so  good,  that  they  shall  be  looked 


OF  THE  TEACHER.  63 

General  knowledge  desirable. — A  suggestion. 

upon  by  those  who  succeed  them  as  their  “  worthy  and 
efficient  predecessors .” 

I  ought  in  this  place  to  add  that  the  teacher  increases 
his  influence,  and  consequently  his  usefulness,  in  pro 
portion  as  he  makes  himself  conversant  with  general 
knowledge.  This  is  too  much  neglected.  The  teacher, 
by  the  fatigue  of  his  employment  and  the  circumstances 
of  his  life,  is  strongly  tempted  to  content  himself  with 
what  he  already  knows,  or  at  best  to  confine  himself  to 
the  study  of  those  branches  which  he  is  called  upon  to 
teach.  He  should  stoutly  resist  this  temptation.  He 
should  always  have  some  course  of  study  marked  out, 
which  he  will  systematically  pursue.  He  should,  as 
soon  as  possible,  make  himself  acquainted  generally 
with  the  subject  of  astronomy,  the  principles  of 
geology,  in  short,  the  various  branches  of  natural 
history.  He  will  find  one  field  after  another  open 
before  him,  and  if  he  will  but  have  the  perseverance 
to  press  forward,  even  in  the  laborious  occupation  of 
teaching,  he  may  make  himself  a  well-informed  man. 

I  will  venture  one  other  suggestion.  I  have  found 
it  a  most  profitable  thing  in  the  promotion  of  my  own 
improvement,  to  take  up  annually,  or  oftener,  some 
particular  subject  to  be  pursued  with  reference  to 
writing  an  extended  lecture  upon  it.  This  gives  point 
to  the  course  of  reading,  and  keeps  the  interest  fixed. 
When  the  thorough  investigation  has  been  made,  let 
the  lecture  be  written  from  memory,  embodying  all  the 
prominent  points,  and  presenting  them  in  the  most 
striking  and  systematic  manner.  It  should  be  done, 


64  LITERARY  QUALIFICATIONS,  ETC. 

A  point  gained. 

too,  with  reference  to  accuracy  and  even  elegance  of 
style,  so  that  the  composition  may  be  yearly  improved. 
In  this  way  certain  subjects  are  forever  fixed  in  the 
mind.  One  who  carefully  reads  for  a  definite  object, 
and  afterwards  writes  the  results  from  memory,  never 
loses  his  hold  upon  the  facts  thus  appropriated . 


RIGHT  VIEWS  OF  EDUCATION.  65 

The  true  ideal. — Illustration. 


CHAPTER  Y. 

RIGHT  VIEWS  OF  EDUCATION. 

Every  teacher,  before  he  begins  the  work  of  in¬ 
struction,  should  have  some  definite  idea  of  what 
constitutes  an  education  ;  otherwise  he  may  work  to 
very  little  purpose.  The  painter,  who  would  execute 
a  beautiful  picture,  must  have  beforehand  a  true  and 
clear  conception  of  beauty  in  his  own  mind.  The 
same  may  be  said  of  the  sculptor.  That  rude  block  of 
marble,  unsightly  to  the  eyes  of  other  men,  contains  the 
godlike  form,  the  symmetrical  proportion,  the  life-like 
attitude  of  the  finished  and  polished  statue ;  and  the 
whole  is  as  clear  to  his  mental  eye  before  the  chisel  is 
.applied  as  it  is  to  his  bodily  vision  when  the  work  is 
completed.  With  this  perfect  ideal  in  the  mind  at  the 
outset,  every  stroke  of  the  chisel  has  its  object.  Not 
a  blow  is  struck,  but  it  is  guided  by  consummate  skill ; 
not  a  chip  is  removed,  but  to  develop  the  ideal  of  the 
artist.  And  when  the  late  unsightly  marble,  as  if  by 
miraculous  power,  stands  out  before  the  astonished 
spectator  in  all  the  perfection  of  beauty, — when  it 
almost  breathes  and  speaks, — it  is  to  the  artist  but  the 
realization  of  his  own  conception. 

Now  let  the  same  astonished  and  delighted  spectator, 

5 


66  RIGHT  VIEWS  OF  EDUCATION. 

A  spectator’s  efforts. — The  difference. 

I 

with  the  same  instruments,  attempt  to  produce  another 
statue  from  a  similar  block.  On  this  side  he  scores 
too  deep;  on  the  other  he  leaves  a  protuberance;  here 
by  carelessness  he  encroaches  upon  the  rounded  limb ; 
there  by  accident  he  hews  a  chip  from  off  the  nose  ; 
by  want  of  skill  one  eye  ill-mates  the  other ;  one  hand 
is  distorted  as  if  racked  by  pangs  of  the  gout;  the  other 
is  paralyzed  and  deathlike.  Such  would  be  his  signal 
failure.  Thus  he  might  fail  a  thousand  times.  Indeed 
it  would  be  matter  of  strange  surprise  if  in  a  thousand 
efforts  he  should  once  succeed. 

Now  the  difference  between  the  artist  and  the  spec¬ 
tator  lies  chiefly  in  this, — the  one  knows  beforehand 
what  he  means  to  do ;  the  other  works  without  any 
plan.  The  one  has  studied  beauty  till  he  can  see  it 
in  the  rugged  block ;  the  other  only  knows  it  when 
it  is  presented  to  him.  The  former,  having  an  ideal, 
produces  it  with  unerring  skill ;  the  latter,  having  no 
conception  to  guide  him,  brings  out  deformity. 

“  What  sculpture  is  to  the  block  of  marble,”  says 
Addison,  “  education  is  to  the  human  soul ;”  and  may 
I  not  add,  that  the  sculptor  is  a  type  of  the  true  educa¬ 
tor, — while  the  spectator,  of  whom  I  have  been  speak¬ 
ing,  may  aptly  represent  too  many  false  teachers  who 
without  study  or  forethought  enter  upon  the  delicate 
business  of  fashioning  the  human  soul,  blindly  experi¬ 
menting  amidst  the  wreck  of  their  heaven-descended 
material,  maiming  and  marring,  with  scarcely  the  pos¬ 
sibility  of  final  success, — almost  with  the  certainty  of  a 
melancholy  failure  ! 


RIGHT  VIEWS  OF  EDUCATION.  67 

_ Blindness  of  employers.— Illustrated. 

In  other  things  besides  education  men  are  wiser. 
They  follow  more  the  teachings  of  nature  and  of  com¬ 
mon  sense.  But  in  education,  where  a  child  has  but 
one  opportunity  for  mental  training,  as  he  can  be  a 
child  but  once, — where  success,  unerring  success,  is 
every  thing  to  him  for  time  and  eternity,  and  where 
a  mistake  may  be  most  ruinous  to  him, — in  education, 
men  often  forget  their  ordinary  wisdom  and  providence, 
and  commit  the  most  important  concerns  to  the  most 
incompetent  hands.  “  The  prevailing  opinions,”  says 
Geo.  B.  Emerson,  “  in  regard  to  this  art  are  such  as 
the  common  sense  of  mankind  and  the  experience  of 
centuries  have  shown  to  be  absurd  as  to  every  other 
art  and  pursuit  of  civilized  life.  To  be  qualified  to 
discourse  upon  our  moral  and  religious  duties,  a  man 
must  be  educated  by  years  of  study ;  to  be  able  to 
administer  to  the  body  in  disease,  he  must  be  educated 
by  a  careful  examination  of  the  body  in  health  and  in 
disease,  and  of  the  effects  produced  on  it  by  external 
agents  ;  to  be  able  to  make  out  a  conveyance  of  prop¬ 
erty,  or  to  draw  a  writ,  he  must  be  educated  ;  to 
navigate  a  ship,  he  must  be  educated  by  years  of 
service  before  the  mast  or  on  the  quarter-deck  ;  to 
transfer  the  products  of  the  earth  or  of  art  from  the 
producer  to  the  consumer,  he  must  be  educated  ;  to 
make  a  hat  or  a  coat,  he  must  be  educated  by  years 
of  apprenticeship  ;  to  make  a  plow,  he  must  be  edu¬ 
cated  ;  to  make  a  nail,  or  a  shoe  for  a  horse  or  an  ox, 
he  must  be  educated ; — but  to  prepare  a  man  to  do  all 
these  things ; — to  train  the  body  in  its  most  tender 


68  RIGHT  VIEWS  OF  EDUCATION. 

Many  poor  teachers. — Defects  in  teaching. 

years,  according  to  the  laws  of  health,  so  that  it  should 
be  strong  to  resist  disease  ;  to  fill  the  mind  with  useful 
knowledge,  to  educate  it  to  comprehend  all  the  relations 
of  society,  to  bring  out  all  its  powers  into  full  and 
harmonious  action  ;  to  educate  the  moral  nature,  in 
which  the  very  sentiment  of  duty  resides,  that  it  may 
be  fitted  for  an  honorable  and  worthy  fulfilment  of  the 
public  and  private  offices  of  life ;  to  do  all  this  is 
supposed  to  require  no  study,  no  apprenticeship,  no 
preparation  !” 

Many  teachers,  therefore,  encouraged  by  this  unac¬ 
countable  indifference  in  the  community,  have  entered 
the  teachers’  profession  without  any  idea  of  the  respon¬ 
sibilities  assumed  or  of  the  end  to  be  secured  by  their 
labors,  aside  from  receiving,  at  the  close  of  their  term, 
the  compensation  for  their  service  in  dollars  and  cents. 
And  even  many  who  have  entered  this  profession  with 
good  intentions,  have  made  the  most  deplorable  mistakes 
from  a  want  of  an  adequate  idea  of  what  constitutes  an 
education.  Too  often  has  educating  a  child  been  con¬ 
sidered  simply  the  act  of  imparting  to  it  a  certain 
amount  of  knowledge,  or  of  “  carrying  it  through  ”  a 
certain  number  of  studies,  more  or  less.  Education 
has  too  frequently  been  held  to  be  a  cultivation  of  the 
intellectual  to  the  neglect  of  the  moral  powers  ;  and 
the  poor  body,  too,  except  among  savages,  has  had  but 
little  share  in  its  privileges  or  benefits.  In  a  very  large 
number  of  our  schools,  the  physical  and  the  moral  have 
both  been  sacrificed  to  the  intellectual.  Even  some  of 
our  public  speakers  have  dwelt  upon  the  necessity  of 


RIGHT  VIEWS  OF  EDUCATION.  69 

Knowledge  may  be  unsafe.— A  great  question. 

intelligence  to  the  perpetuity  of  our  free  institutions, 
scarcely  seeming  to  be  aware  that  intelligence,  without 
moral  principle  to  direct  and  regulate  it,  might  become 
the  very  engine  through  which  evil  men  might  effect 
our  overthrow.  Who  has  not  seen  that  an  educated 
man  without  virtue  is  but  the  more  capable  of  doing 
evil  ?  Who  does  not  know  that  knowledge  misdirected, 
becomes,  instead  of  a  boon  to  be  desired,  a  bane  to  be 
deprecated  ? 

From  what  has  been  said,  I  place  it  among  the 
highest  qualifications  of  the  teacher  that  he  should  have 
just  views  of  education .  I  consider  it  all-important  that 
he  should  have  a  well-defined  object  at  which  to  aim, 
whenever  he  meets  a  young  mind  in  the  transition  state. 
He  should  have  an  ideal  of  a  well-educated  human 
soul,  tenanting  a  healthy,  well-developed  human  body ; 
an  ideal  which  he  at  once  and  systematically  labors 
to  reach,  as  does  the  sculptor  when  he  commences 
his  work  upon  the  quarried  marble.  “  What  is  it  to 
educate  a  human  being  aright  ?”  should  be  one  of  the 
first  questions  the  candidate  for  the  teacher’s  office 
should  ask  himself  with  the  deepest  seriousness.  I 
say  the  candidate :  for  this  question  should  be  settled 
if  possible  before  he  begins  his  work.  It  is  a  great 
question,  and  he  may  not  be  able  to  answer  it  in.  a  day. 
Let  him  consult  the  dictates  of  his  own  mind, — let  him 
consult  the  teachings  of  experience  and  of  wisdom,  as 
they  are  to  be  found  in  the  writings  of  Milton,  Locke, 
Wyse,  Cousin,  Brougham,  and  others  of  the  eastern 
continent,  and  of  Wavl and.  Potter,  Mann,  G.  B.  Emer- 


70 


RIGHT  VIEWS  OF  EDI’CAIION. 


Results  of  inquiry. — Knowledge  not  undervalued. 

son,  Dwight,  and  many  others  of  our  own  countrymen. 
Let  him,  enlightened  by  all  this,  carefully  observe  human 
nature  around  him  ;  consider  its  tendencies,  its  wants, 
and  its  capabilities  ;  and  after  a  patient  survey  of  all 
the  truth  he  can  discover  upon  the  subject,  let  him 
come  to  an  honest  conclusion  as  to  what  is  a  correct 
answer  to  the  query  with  which  he  started — “  What  is 
it  to  educate  a  human  being  aright  ?” 

The  conclusions  of  the  honest  and  intelligent  inquirer 

after  the  truth  in  this  matter,  will  be  something  like  the 

following: — That  education  (from  e  and  duco,  to  lead 

forth)  is  development ;  that  it  is  not  instruction  merely — 

knowledge,  facts,  rules — communicated  by  the,  teacher  , 

but  it  is  discipline,  it  is  a  waking  up  of  the  mind,  a 

growth  of  the  mind, — growth  by  a  healthy  assimilation 

of  wholesome  aliment.  It  is  an  inspiring  of  the  mind 

with  a  thirst  for  knowledge,  growth,  enlargement, — and 

then  a  disciplining  of  its  powers  so  far  that  it  can  go  on 

to  educate  itself.  It  is  the  arousing  of  the  child’s  mind 

* 

to  think,  without  thinking  for  it ;  it  is  the  awakening  of 
its  powers  to  observe,  to  remember,  to  reflect,  to  com¬ 
bine.  It  is  not  a  cultivation  of  the  memory  to  the  neg¬ 
lect  of  every  thing  else  ;  but  it  is  a  calling  forth  of  all 
the  faculties  into  harmonious  action.  If  to  possess 
facts  simply  is  education,  then  an  encyclopaedia  is  better 
educated  than  a  man. 

It  should  be  remarked  that  though  knowledge  is  not 
education,  yet  there  will  be  no  education  without  know¬ 
ledge.  Knowledge  is  ever  an  incident  of  true  education. 
No  man  can  be  properly  educated  without  the  ac- 


RIGHT  VIEWS  OF  EDUCATION.  71 

The  body— the  intellect— the  heart. — Mr.  Fox. 

quisition  of  knowledge  ;  the  mistake  is  in  considering 
knowledge  the  end  when  it  is  either  the  incident  or  the 
means  of  education.  The  discipline  of  the  mind,  then, 
is  the  great  thing  in  intellectual  training ;  and  the 
question  is  not,  how  much  have  I  acquired  ? — but, 
how  have  my  powers  been  strengthened  in  the  act 
of  acquisition  ? 

Nor  should  the  intellectual  be  earlier  cultivated  than 
the  moral  powers  of  the  mind.  The  love  of  moral 
truth  should  be  as  early  addressed  as  the  love  of 
knowledge.  The  conscience  should  be  early  exer¬ 
cised  in  judging  of  the  character  of  the  pupil’s  own 
acts,  and  every  opportunity  afforded  to  strengthen  it  by 
legitimate  use.  Nor  should  the  powers  of  the  mind  be 
earlier  cultivated  than  those  of  the  body.  It  is  the 
theory  of  some,  indeed,  that  the  body  should  engross 
most  of  the  attention  for  several  of  the  first  years  of 
childhood.  This  I  think  is  not  nature’s  plan.  She 
cultivates  all  the  powers  at  once, — the  body,  mind,  and 
heart.  So  should  the  teacher  do.  “  Education,”  in  the 
pertinent  language  of  Mr.  Fox,*  “  has  reference  to  the 
whole  man ,  the  body,  the  mind,  and  the  heart ;  its 
object,  and,  when  rightly  conducted,  its  effect  is,  to 
make  him  a  complete  creature  after  his  kind.  To  his 
frame  it  would  give  vigor,  activity,  and  beauty ;  to 
his  senses,  correctness  and  acuteness  ;  to  his  intellect, 
power  and  truthfulness ;  to  his  heart,  virtue.  The 
educated  man  is  not  the  gladiator,  nor  the  scholar,  nor 


*  Lecture  before  the  Am.  Institute,  1835. 


72  RIGHT  VIEWS  OF  EDUCATION. 

Egregious  mistakes. — “  Good  scholars.” — “  Poor  scholars.” 

the  upright  man,  alone  ;  but  a  just  and  well-balanced 
combination  of  all  three.  Just  as  the  educated  tree  is 
neither  the  large  root,  nor  the  giant  branches,  nor  the 
rich  foliage,  but  all  of  them  together.  If  you  would 
mark  the  perfect  man,  you  must  not  look  for  him  in  the 
circus,  the  university,  or  the  church,  exclusively  ;  but 
you  must  look  for  one  who  has  ‘  mens  sana  in  corpore 
sano' — a  healthful  mind  in  a  healthful  body.  The  being 
in  whom  you  find  this  union,  is  the  only"  one  worthy  to 
be  called  educated.  To  make  all  men  such,  is  the 
object  of  education.” 

I  have  dwelt  thus  fully  on  this  subject,  because  it  is 
so  obvious  that  egregious  mistakes  are  made  in  edu¬ 
cation.  How  many  there  are  who  are  called  “  good 
scholars”  in  our  schools,  of  whom  we  hear  nothing  after 
they  go  forth  into  the  world.  Their  good  scholarship 
consists  in  that  which  gives  them  no  impulse  to  go  on 
to  greater  attainments  by  themselves.  Their  learning 
is  either  that  of  reception — as  the  sponge  takes  in  watei 
— or  that  of  mere  memory.  Their  education  is  not 
discipline  ;  it  kindles  none  of  those  desires  which 
nothing  but  further  progress  can  satisfy  ;  it  imparts 
none  of  that  self-reliance  which  nothing  but  impossibil¬ 
ities  can  ever  subdue.  While  these  are  pointed  out.  by 
their  teachers  as  the  ornaments  of  their  schools,  there 
are  others,  known  as  the  heavy,  dull,  “  poor  scholars,” 
in  no  way  distinguished  but  by  their  stupidity, — of 
whom  no  hopes  are  entertained  because  of  them  nothing 
is  expected, — who  in  after-life  fairly  outstrip  their  fel¬ 
lows  and  strangely  astonish  their  teachers.  Almost 


RIGHT  VIEWS  OF  EDUCATION.  73 

Misjudgment  of  character. — Nature  at  fault ! 

every  teacher  of  fifteen  years’  experience  has  noticed 
this.  Now  why  is  it  so  ?  There  must  have  been  some¬ 
how  in  such  cases  a  gross  misjudgment  of  character. 
Either  those  pupils  who  promised  so  much  by  their 
quickness,  were  educated  wrong,  and  perhaps  educated 
too  much,  while  their  teachers  unwittingly  and  unin¬ 
tentionally  educated  their  less  distinguished  companions 
far  more  judiciously  ;  or  else  nature  in  such  cases  must 
be  said  to  have  been  playing  such  odd  pranks  that 
legitimate  causes  could  not  produce  their  legitimate 
effects.  We  must  charge  nature  as  being  extremely 
capricious,  or  we  must  allege  that  the  teachers  entirely 
misunderstood  their  work,  failing  where  they  expected 
most,  and  succeeding,  as  if  by  chance — almost  against 
their  will,  where  they  expected  least.  I  incline  to  the 
latter  alternative  ;  and  hence  I  infer  that  there  is  such 
a  thing  as  teaching  a  mind  naturally  active  too  much 
— exciting  it  too  much, — so  that  it  will  prematurely 
exhaust  its  energies  and  gladly  settle  back  into  almost 
imbecility  ;  and  that  there  is  such  a  thing  as  leaving 
the  mind  so  much  to  its  own  resources,  that  without 
dazzling  the  beholder  like  the  flash  of  the  meteor  when 
it  glares  upon  the  startled  vision,  it  may  be  silently 
gathering  materials  to  support  the  more  enduring  light 
of  the  morning-star  which  anon  will  arise  in  majesty 
and  glory. 

It  will  be  well  for  our  youth  when  our  teachers  shall 
so  understand  human  nature,  and  so  comprehend  the 
science  and  the  art  of  education,  that  these  mistakes 
shall  seldom  occur ;  and  when  he  who  tills  the  nobler 


74  RIGHT  VIEWS  OF  EDUCATION. 

Certain  results. 

soil  of  the  mind,  shall,  with  as  much  faith  and  as  much 
certainty  as  he  who  tills  the  literal  field,  rely  upon  the 
fulfilment  of  heaven’s  unchangeable  law  :  “  Whatso¬ 
ever  a  man  soweth,  that  shall  he  also  reap.” 


RIGHT  MODES  OF  TEACHING.  75 

Aptness  to  teach. — Not  an  instinct. — It  can  be  acquired. 


CHAPTER  VI. 

RIGHT  MODES  OF  TEACHING. 

From  what  has  been  said  of  Education,  it  is  very 
obvious  that  it  is  no  small  thing  to  be  a  successful 
teacher.  It  is  admitted  by  all  that  the  teacher  should 
be  apt  to  teach.  He  cannot  be  useful  without  this. 
He  may  have  an  unimpeachable  character  ;  he  may 
have  the  most  liberal  and  thorough  literary  acquire¬ 
ments  ;  he  may  deeply  feel  his  responsibility,  and  yet 
after  all  he  may  fail  to  teach  successfully. 

Aptness  to  teach  has  been  said  to  be  a  native  endow¬ 
ment,  a  sort  of  instinct,  and  therefore  incapable  of  be¬ 
ing  improved  by  experience  or  instruction, — an  instinct 
such  as  that  which  guides  the  robin,  though  hatched  in 
an  oven,  to  build  a  perfect  nest  like  that  of  its  parent, 
without  ever  having  seen  one.  I  am  of  opinion  that 
such  instincts  in  men  are  rare  ;  but  that  aptness  to 
teach,  like  aptness  to  do  any  thing  else,  is  usually  an 
acquired  power,  based  upon  a  correct  knowledge  of 
what  is  to  be  done,  and  some  accurate  estimate  of  the 
fitness  ,  of  the  means  used  for  the  end.  If  there  are 
exceptions  to  this,  they  are  very  uncommon  ;  and  the 
safer  way,  therefore,  for  the  majority  of  teachers,  is,  to 
study  carefully  the  rationale  of  their  processes,  and  to 


76  RIGHT  MODES  OF  TEACHING. 

A  mistake. — The  way  literary  nurselings  are  made. 

rely  rather  upon  sound  and  philosophical  principles  in 
their  teaching,  than  upon  a  very  doubtful  intuition. 

One  of  the  most  common  errors  into  which  young 
teachers  fall,  (and  some  old  ones  too,)  is  that  of  mis- 
iudging  of  the  degree  of  assistance  which  the  young 
scholar  needs  in  the  pursuit  of  learning.  There  are  a 
few  who  forget  the  difficulties  which  impeded  their  own 
perception  of  new  truths  when  learners,  and  therefore 
have  no  sympathy  with  the  perplexities  which  surround 
the  children  under  their  charge  when  they  encounter 
like  difficulties.  They  refuse  to  lend  a  helping  hand, 
even  where  it  i§  needed,  and  by  making  light  of  the 
child’s  doubts,  perhaps  sneering  at  his  unsuccessful 
struggles,  they  dishearten  him  so  far  that  imaginary 
obstacles  become  insurmountable,  and  he  gives  up  in 
despair.  But  a  far  more  numerous  class  tend  toward 
the  other  extreme.  From  a  mistaken  kindness,  or  a 
mistaken  estimate  of  the  child’s  ability,  or  both,  they  are 
disposed  to  do  quite  too  much  for  him,  and  thus  they 
diminish  his  power  to  help  himself.  The  child  that  is 
constantly  dandled  upon  the  lap  of  its  nurse,  and  borne 
in  her  arms  to  whatever  point  it  may  desire  to  go,  does 
not  soon  learn  to  walk  ;  and  when  it  at  length  makes 
the  attempt,  it  moves  not  with  the  firm  tread  of  him 
who  was  early  taught  to  use  his  own  limbs.  There  is 
a  great  deal  of  literary  dandling  practised  in  our  schools ; 
and  as  a  consequence,  a  great  many  of  our  children  are 
mere  sickly  nurselings,  relying  upon  leading-strings 
while  in  the  school,  and  falling,  for  very  weakness,  just 
as  soon  as  the  supporting  hand  is  withdrawn.  This 


RIGHT  MODES  OF  TEACHING.  77 

_  Anecdote  of  folly.— Pouring-in.—' The  “  oral  hobby.” 

evil  is  so  common,  and  in  some  instances  so  mon¬ 
strous,*  that  I  shall  be  pardoned  if  I  dwell  upon  it 
a  little  more  fully. 

In  illustrating  this  subject,  I  must  mention  two 
processes  of  teaching,  not  indeed  exactly  opposite  to 
each  other,  though  widely  different, — into  one  or  both  of 
which  many  of  our  teachers  are  very  liable  to  fall.  I 
shall,  for  the  sake  of  a  name,  designate  the  former  as 
the 

SECTION  I.  — POURING-IN  PROCESS. 

This  consists  in  lecturing  to  a  class  of  children 
upon  every  subject  which  occurs  to  the  teacher,  it 
being  his  chief  aim  to  bring  before  them  as  many  facts 
in  a  limited  time  as  possible.  It  is  as  if  he  should 
provide  himself  with  a  basket  of  sweetmeats,  and 
every  time  he  should  come  within  reach  of  a  child, 
should  seize  him,  and  compel  him  to  swallow — regard¬ 
less  of  the  condition  of  his  stomach — whatever  trash 
he  should  happen  first  to  force  into  his  mouth.  Chil¬ 
dren  are  indeed  fond  of  sweetmeats,  but  they  do  not 
like  to  have  them  administered , — and  every  physiol¬ 
ogist  knows  there  is  such  a  thing  as  eating  enough 


*  Not  long  since  I  visited  a  school,  where  the  teacher  with  much  self- 
complacency  requested  me  to  examine  the  writing  of  the  children.  It 
was  indeed  very  fair.  But  when  I  drew  from  him  the  fact  that  he  first 
wrote  each  page  himself  with  a  lead  pencil,  and  only  required  his  scholars 
to  black  his  marks  over  with  ink ;  and  that  with  unremitting  labor  he  did 
this  week  after  week  for  all  the  writers  in  his  school,  I  knew  not  which 
most  to  wonder  at,  the  docility  of  the  children  or  the  weakness  of  the 
teacher.  The  writing  ceased  to  be  wonderful. 


7S  RIGHT  MODES  OF  TEACHING. 

Victims  of  kindness. — Passive  recipient. — A  jug. 

even  of  an  agreeable  thing  to  make  one  sick,  and  thus 
produce  loathing  forever  after.  Now  many  teachers 
are  just  such  misguided  caterers  for  the  mind.  They 
are  ready  to  seize  upon  the  victims  of  their  kindness, 
force  open  their  mental  gullets,  and  pour  in,  without 
mercy  and  without  discretion,  whatever  sweet  thing 
they  may  have  at  hand,  even  though  they  surfeit  and 
nauseate  the  poor  sufferer.  The  mind,  by  this  process, 
becomes  a  mere  jiassive  recipient ,  taking  in  without 
much  resistance  whatever  is  presented  till  it  is  full. 

“  A  passive  recipient !”  said  one  to  his  friend,  “  what 
is  a  passive  recipient .?”  “  A  passive  recipient,”  re¬ 

plied  his  friend,  “  is  a  two-gallon  jug.  It  holds  just 
two  gallons,  and  as  it  is  made  of  potters’  ware,  it  can 
never  hold  but  just  two  gallons.”  This  is  not  an  unfit 
illustration  of  what  I  mean  by  making  the  mind  a 
passive  recipient.  Whenever  the  teacher  does  not 
first  excite  inquiry,  first  prepare  the  mind  by  waking 
it  up  to  a  desire  to  know,  and  if  possible  to  find  out 
by  itself,  but  proceeds  to  think  for  the  child,  and  to 
give  him  the  results,  before  they  are  desired,  or  before 
they  have  been  sought  for, — he  makes  the  mind  of  the 
child  a  two-gallon  jug ,  into  which  he  may  pour  just 
two  gallons,  but  no  more.  And  if  day  after  day  he 
should  continue  to  pour  in,  day  after  day  he  may 
expect  that  what  he  pours  in  will  all  run  over.  The 
mind,  so  far  as  retention  is  concerned,  will  act  like  the 
jug ;  that  is,  a  part  of  what  is  poured  in  to-day,  will 
be  diluted  by  a  part  of  that  which  is  forced  in  to¬ 
morrow,  and  that  again  will  be  parliaily  displaced  and 


RIGHT  MODES  OF  TEACHING.  79 

Mind  weakened — Drawing-out. — Leading  questions. 

partially  mingled  with  the  next  day’s  pouring,  till  at 
length  there  will  be  nothing  characteristic  left.  But 
aside  from  retention,  there  is  a  great  difference  be¬ 
tween  the  jug  and  the  mind.  The  former  is  inert 
material,  and  may  be  as  good  a  jug  after  such  use  as 
before.  But  the  mind  suffers  by  every  unsuccessfu’ 
effort  to  retain. 

This  process  of  lecturing  children  into  imbecility  is 
altogether  too  frequently  practised  ;  and  it  is  to  be 
hoped,  that  intelligent  teachers  will  pause  and  inquire 
before  they  pursue  it  further. 

The  other  process  to  which  I  wish  to  call  attention, 
is  that  which,  for  the  sake  of  distinguishing  it  from  the 
first,  I  shall  denominate  the 

SECTION  II. -DRAWING-OUT  PROCESS. 

This  consists  in  asking  what  the  lawyers  call  lead¬ 
ing  questions.  It  is  practised,  usually,  whenever  the 
teacher  desires  to  help  along  the  pupil.  “  John,”  says 
the  teacher  when  conducting  a  recitation  in  Long 
Division,  “  John,  what  is  the  number  to  be  divided 
called  ?”  John  hesitates.  “  Is  it  the  dividend  ?”  says 
the  teacher.  “Yes,  sir — the  dividend.”  “Well,  John, 
what  is  that  which  is  left  after  dividing  called  ? — the 
remainder — is  it  ?”  “  Yes,  sir.”  A  visitor  now  enters 

the  room,  and  the  teacher  desires  to  show  off  John’s 
talents.  “  Well,  John,  of  what  denomination  is  the 
remainder  ?” 


80  RIGHT  MODES  OF  TEACHING. 

An  example. — A  spectator  astonished. — Teaching  History ! 

John  looks  upon  the  floor. 

“  Is  n’t  it  always  the  same  as  the  dividend,  John  ?” 

“  Yes,  sir.” 

“  Very  well,  John,”  says  the  teacher,  soothingly, 
“  what  denomination  is  this  dividend  ?”  pointing  to 
the  work  upon  the  board.  “  Dollars,  is  it  not  ?” 

“  Yes,  sir  ;  dollars.” 

“  Very  well ;  now  what  is  this  remainder  ?” 

John  hesitates. 

“  Why  dollars  too,  isn’t  it  ?”  says  the  teacher. 

“  Oh  yes,  sir,  dollars  /”  says  John,  energetically, 
while  the  teacher  complacently  looks  at  the  visitor  to 
see  if  he  has  noticed  how  correctly  John  has  am 
swered  ! 

A  class  is  called  to  be  examined  in  History.  They 
have  committed  the  text-book  to  memory,  that  is,  they 
have  learned  the  words.  They  go  on  finely  for  a  time. 
At  length  one  hesitates.  The  teacher  adroitly  asks  a 
question  in  the  language  of  the  text.  Thus  :  “  Early 
in  the  morning ,  on  the  1  Ith  of  September ,  what  did 
the  whole  British  army  do  ?”  The  pupil,  thus  timely 
reassured,  proceeds  :  “  Early  in  the  morning ,  on  the 
1  Ith  of  September ,  the  whole  British  army ,  drawn  up 
in  two  divisions,  commenced  the  expected  assault.” 
Here  again  she  pauses.  The  teacher  proceeds  to 
inquire  :  “  Well, — ‘  Agreeably  to  the  plan  of  Howe, 
the  right  wing’  did  what  ?” 

Pupil.  “  Agreeably  to  the  plan  of  Howe ,  the  right 
wing ” — 

Teacher.  “  The  right  wing ,  commanded  by  whom?” 


RIGHT  MODES  OF  TEACHING.  81 

A  further  example. — Yes,  sir. 

Pupil.  “Oh  !  ‘  Agreeably  to  the  plan  of  Howe ,  the 
right  wing ,  commanded  by  Knyphausen,  made  a  feint 
of  crossing  the  Brandywine  at  Chad’s  Ford,’  ”  &c. 

This  is  a  very  common  way  of  helping  a  dull  pupil 
out  of  a  difficulty  ;  and  I  have  seen  it  done  so  adroitly, 
that  a  company  of  visitors  would  agree  that  it  was 
wonderful  to  see  how  thoroughly  the  children  had 
been  instructed  ! 

I  may  further  illustrate  this  drawing-out  process,  by 
describing  an  occurrence,  which,  in  company  with  a 
friend  and  fellow-laborer,  I  once  witnessed.  A  teach¬ 
er,  whose  school  we  visited,  called  upon  the  class  in 
Colburn’s  First  Lessons.  They  rose,  and  in  single 
file  marched  to  the  usual  place,  with  their  books  in 
hand,  and  stood  erect.  It  was  a  very  good-looking 
class. 

“  Where  do  you  begin  ?”  said  the  teacher,  taking 
the  book. 

Pupils.  On  the  80th  page,  3rd  question. 

Teacher.  Read  it,  Charles. 

Charles.  (Reads.)  “  A  man  being  asked  how 
many  sheep  he  had,  said  that  he  had  them  in  two 
pastures  ;  in  one  pasture  he  had  eight ;  that  three- 
fourths  of  these  were  just  one-third  of  what  he  had  in 
the  other.  How  many  were  there  in  the  other 

Teacher.  Well,  Charles,  you  must  first  get  one- 
fourth  of  eight,  must  you  not  ? 

Charles .  Yes,  sir. 

Teacher.  Well,  one-fourth  of  eight  is  two,  isn’t  it? 

Charles.  Yes,  sir  ;  one-fourth  of  eight  is  two. 

6 


82  RIGHT  MODES  OF  TEACHING. 

Hard  mental  labor. — An  interposition. 

Teacher.  Well,  then,  three-fourths  will  be  three 
times  two,  won’t  it  ? 

Charles.  Yes,  sir. 

Teacher.  Well,  three  times  two  are  six,  eh  ? 

Charles.  Yes,  sir. 

Teacher.  Very  well.  (A  pause.)  Now  the  book 
says  that  this  six  is  just  one-third  of  what  he  had  in  the 
other  pasture,  don’t  it  ? 

Charles.  Yes,  sir. 

Teacher.  Then  if  six  is  one-third,  three-thirds  will 
be — three  times  six,  won’t  it  ? 

Charles.  Yes,  sir. 

Teacher.  And  three  times  six  are — eighteen,  ain’t  it? 

Charles.  Yes,  sir  ! 

Teacher.  Then  he  had  eighteen  sheep  in  the  other 
pasture,  had  he  ? 

Charles.  Yes,  sir  ! 

Teacher.  Next,  take  the  next  one. 

At  this  point  I  interposed,  and  asked  the  teacher  if 
he  would  request  Charles  to  go  through  it  alone. 
“  Oh,  yes,”  said  the  teacher,  “  Charles,  you  may  do  it 
again.”  Charles  again  read  the  question,  and — looked 
up.  “  Well,”  said  the  teacher,  “  You  must  first  get 

t 

one-fourth  of  eight,  mustn’t  you?”  “Yes,  sir.”  “And 
one-fourth  of  eight  is  two,  isn’t  it?”  “Yes,  sir.” 
And  so  the  process  went  on  as  before  till  the  final 
eighteen  sheep  were  drawn  out  as  before.  The 
teacher  now  looked  round,  with  an  air  which  seemed 
to  say,  “  Now  I  suppose  you  are  satisfied.” 

“  Shall  1  ask  Charles  to  do  it  again  ?”  said  I.  The 


RIGHT  MODES  OF  TEACHING.  83 

Process  of  extraction. — Study  discouraged. 

teacher  assented.  Charles  again  read  the  question, 
and  again — looked  up.  I  waited,  and  he  waited  ; — 
but  the  teacher  could  not  wait.  “  Why,  Charles,’’ 
said  he,  impatiently  ;  “  you  want  one-fourth  of  eight, 
don’t  you  ?”  “  Yes,  sir,”  said  Charles,  promptly  ;  and 

I  thought  best  not  to  insist  further  at  this  time  upon  a 
repetition  of  “ yes ,  sir”  and  the  class  were  allowed  to 
proceed  in  their  own  way. 

This  is,  indeed,  an  extreme  case,  and  yet  it  is  but  a 
fair  sample  of  that  teacher’s  method  of  stupefying  mind. 
This  habit  of  assisting  the  pupil  to  some  extent,  is, 
however,  a  very  common  one,  and  as  deleterious  to 
mind  as  it  is  common.  The  teacher  should  at  once 
abandon  this  practice,  and  require  the  scholar  to  do  the 
talking  at  recitation.  I  need  hardly  suggest  that  such 
a  course  of  extraction  at  recitation,  aside  from  the 
waste  of  time  by  both  parties,  and  the  waste  of 
strength  by  the  teacher,  has  a  direct  tendency  to  make 
the  scholar  miserably  superficial.  For  why  should  he 
study,  if  he  knows  from  constant  experience  that  the 
teacher,  by  a  leading  question,  will  relieve  him  from 
all  embarrassment  ?  It  has  often  been  remarked,  that 
“  the  teacher  makes  the  school.”  Perhaps  in  no  way 
can  he  more  effectually  make  an  inefficient  school, 
than  by  this  drawing-out  process. 

I  look  upon  the  two  processes  just  described,  as 
very  prominent  and  prevalent  faults  in  our  modern 
teaching  ;  and  if  by  describing  them  thus  fully,  I  shall 
induce  any  to  set  a  guard  upon  their  practice  in  this 
particular,  I  shall  feel  amply  rewarded. 


S4  RIGHT  MODES  OF  TEACHING. 

Helping  the  pupil. — Dangerous  when  excessive. 


SECTION  III.  — THE  MORE  EXCELLENT  WAY. 

It  is  always  a  very  difficult  question  for  the  teacher 
to  settle,  “  How  far  shall  I  help  the  pupil,  and  how  far 
shall  the  pupil  be  required  to  help  himself?”  The 
teaching  of  nature  would  seem  to  indicate  that  the 
pupil  should  be  taught  mainly  to  depend  on  his  own 
resources.  This,  too,  I  think  is  the  teaching  of 
common  sense.  Whatever  is  learned  should  be  so 
thoroughly  learned,  that  the  next  and  higher  step 
may  be  comparatively  easy.  And  the  teacher  should 
always  inquire,  when  he  is  about  to  dismiss  one  sub¬ 
ject,  whether  the  class  understand  it  so  well  that  they 
can  go  on  to  the  next.  He  may,  indeed,  sometimes 
give  a  word  of  suggestion  during  the  preparation  of  a 
lesson,  and,  by  a  seasonable  hint,  save  the  scholar  the 
needless  loss  of  much  time.  But  it  is  a  very  great  evil 
if  the  pupils  acquire  the  habit  of  running  to  the  teacher 
as  soon  as  a  slight  difficulty  presents  itself,  to  request 
him  to  remove  it.  Some  teachers,  when  this  happens, 
will  send  the  scholar  to  his  seat  with  a  reproof  perhaps, 
while  others,  with  a  mistaken  kindness,  will  answer  the 
question  or  solve  the  problem  themselves,  as  the  short 
est  way  to  get  rid  of  it.  Both  these  courses  are,  in 
general,  wrong.  The  inquirer  should  never  be  frowned 
upon  ;  this  may  discourage  him.  He  should  not  be 
relieved  from  labor,  as  this  will  diminish  his  self 
reliance  without  enlightening  him  ;  for  whatever  is 
done  for  a  scholar  without  his  having  studied  closely 


RIGHT  MODES  OF  TEACHING.  85 

The  true  medium. — “  Not  to-day,  sir.” 

upon  it  himself,  makes  but  a  feeble  impression  upon 
him,  and  is  soon  forgotten.  The  true  way  is,  neither 
to  discourage  inquiry  nor  answer  the  question.  Con¬ 
verse  with  the  scholar  a  little  as  to  the  principles 
involved  in  the  question ;  refer  him  to  principles 
which  he  has  before  learned,  or  has  now  lost  sight 
of ;  perhaps  call  his  attention  to  some  rule  or  expla¬ 
nation  before  given  to  the  class  ;  go  just  so  far  as  to 
enlighten  him  a  little,  and  put  him  on  the  scent ,  then 
leave  him  to  achieve  the  victory  himself.  There  is  a 
great  satisfaction  in  discovering  a  difficult  thing  for 
one’s  self, — and  the  teacher  does  the  scholar  a  lasting 
injury  who  takes  this  pleasure  from  him.  The  teacher 
should  be  simply  suggestive,  but  should  never  take  the 
glory  of  a  victory  from  the  scholar  by  doing  his  work 
for  him,  at  least,  not  until  he  has  given  it  a  thorough 
trial  himself. 

The  skill  of  the  teacher,  then,  will  be  best  manifested, 
if  he  can  contrive  to  aw7aken  such  a  spirit  in  the  pupil, 
that  he  shall  be  very  unwilling  to  be  assisted  ;  if  he  can 
kindle  up  such  a  zeal,  that  the  pupil  will  prefer  to  try 
again  and  again  before  he  will  consent  that  the  teacher 
shall  interpose.  I  shall  never  forget  a  class  of  boys, 
some  fourteen  or  fifteen  years  of  age,  who  in  the  study 
of  algebra  had  imbibed  this  spirit.  A  difficult  question 
had  been  before  the  class  a  day  or  two,  when  I  sug¬ 
gested  giving  them  some  assistance.  “  Not  to-day ,  sir” 
was  the  spontaneous  exclamation  of  nearly  every  one. 
Nor  shall  I  forget  the  expression  that  beamed  from  the 
countenance  of  one  of  them,  when,  elated  with  his 


86  RIGHT  MODES  OF  TEACHING. 

“  I’ve  got  it !” — Other  than  book-studies. 

success,  he  forgot  the  proprieties  of  the  school  and 
audibly  exclaimed,  “  Fve  got  it  !  I've  got  it  /”  It  was 
a  great  day  for  him ;  he  felt,  as  he  never  before  had 
felt,  his  own  might.  Nor  was  it  less  gratifying  to  me 
to  find  that  his  fellows  were  still  unwilling  to  know  his 
method  of  solution.  The  next  day  a  large  number 
brought  a  solution  of  their  own,  each  showing  evidence 
of  originality.  A  class  that  has  once  attained  to  a  feeling 
like  this,  will  go  on  to  educate  themselves,  when  they 
shall  have  left  the  school  and  the  living  teacher. 

As  to  the  communication  of  knowledge,  aside  from 
that  immediately  connected  with  school-studies,  there 
is  a  more  excellent  way  than  that  of  pouring  it  in  by 
the  process  already  described.  It  is  but  just  that  1 
should  give  a  specimen  of  the  method  of  doing  this.  I 
shall  now  proceed  to  do  so,  under  the  head  of 

SECTION  IV. -WAKING  UP  MIND. 

The  teacher  of  any  experience  knows,  that  if  he  will 
excite  a  deep  and  profitable  interest  in  his  school,  he 
must  teach  many  things  besides  hook-studies.  In  our 
common  schools,  there  will  always  be  a  company  of 
small  children,  who,  not  yet  having  learned  to  read 
understandingly,  will  have  no  means  of  interesting 
themselves,  and  must  depend  mainly  upon  the  teacher 
for  the  interest  they  take  in  the  school.  This  to  them 
is  perhaps  the  most  critical  period  of  their  lives.  What 
ever  impression  is  now  made  upon  them  will  be  endu¬ 
ring.  If  there  they  become  disgusted  with  the  dullness 


RIGHT  MODES  OF  TEACHING.  87 

Repulsiveness. — General  exercise. — A  specimen. 

and  confinement  of  school,  and  associate  the  idea  of 
pain  and  repulsiveness  with  that  of  learning,  who  can 
describe  the  injury  done  to  their  minds  ?  If,  on  the  other 
hand,  the  teacher  is  really  skillful,  and  excites  in  them 
a  spirit  of  inquiry,  and  leads  them  in  suitable  ways  to 
observe,  to  think,  and  to  feel  that  the  school  is  a  happy 
place  even  for  children,  it  is  one  great  point  gained. 

I  may  suggest  here,  then,  that  it  would  be  well  to 
set  apart  a  few  minutes  once  a  day  for  a  general  exer¬ 
cise  in  the  school,  when  it  should  be  required  of  all  to 
lay  by  their  studies,  assume  an  erect  attitude,  and  give 
their  undivided  attention  to  whatever  the  teacher  may 
bring  before  them.  Such  a  course  would  have  its 
physiological  advantages.  It  would  relieve  the  minds 
of  all  for  a  fewr  minutes.  The  erect  attitude  is  a  health¬ 
ful  one.  It  would  also  serve  as  a  short  respite  from 
duty,  and  thus  refresh  the  older  scholars  for  study.  I 
may  further  add,  that,  for  the  benefit  of  these  small 
children,  every  general  exercise  should  be  conducted 
with  reference  to  them ,  and  such  topics  should  be 
introduced  as  they  can  understand. 

It  is  the  purpose  of  the  following  remarks  to  give  a 
specimen  of  the  manner  of  conducting  such  exercises, 
for  a  few  days,  with  reference  to  waking  up  mind  in  the 
school  and  also  in  the  district. 

Let  us  suppose  that  the  teacher  has  promised  that 
on  the  next  day,  at  ten  minutes  past  ten  o’clock,  he  shall 
request  the  whole  school  to  give  their  attention  five 
minutes,  while  he  shall  bring  something  there  to  which 
he  shall  call  the  attention,  especially  of  the  little  boys 


88  RIGHT  MODES  Oi?  TEACHIING. 

A  fixed  time. — Preparation.— Ear  of  corn. 

and  girls  under  seven  years  of  age.  This  very  an¬ 
nouncement  will  excite  an  interest  both  in  school  and 
at  home  ;  and  when  the  children  come  in  the  morning, 
they  will  be  more  wakeful  than  usual  till  the  fixed  time 
arrives.  It  is  very  important  that  this  time  should  be 
fixed,  and  that  the  utmost  punctuality  should  be  ob¬ 
served,  both  as  to  the  beginning  and  ending  of  the 
exercise  at  the  precise  time. 

The  teacher,  it  should  be  supposed,  has  not  made 
such  an  announcement  without  considering  what  he 
can  do  when  the  time  arrives.  He  should  have  a  well- 
digested  plan  of  operation,  and  one  which  he  knows 
beforehand  that  he  can  successfully  execute.' 

Let  us  suppose  that  in  preparing  for  this  exercise  he 
looks  about  him  to  find  some  object  which  he  can  make 
his  text ;  and  that  he  finds  upon  his  study-table  an  ear 
of  corn.  He  thinks  carefully  what  he  can  do  with  it, 
and  then  with  a  smile  of  satisfaction  he  puts  it  in  his 
pocket  for  the  1  general  exercise.’ 

In  the  morning  he  goes  through  the  accustomed 
duties  of  the  first  hour,  perhaps  more  cheerfully  than 
usual,  because  he  finds  there  is  more  of  animation  and 
wakefulness  in  the  school.  At  the  precise  time,  he 
gives  the  signal  agreed  upon,  and  all  the  pupils  drop 
their  studies  and  sit  erect.  When  there  is  perfect 
silence  and  strict  attention  by  all,  he  takes  from  his 
pocket  the  ear  of  corn,  and  in  silence  holds  it  up  before 
the  school.  The  children  smile,  for  it  is  a  familiar 
object ;  and  they  probably  did  not  suspect  they  were 
to  he  fed  with  corn. 


RIGHT  MODES  OF  TEACHING.  89- 

Teacher’s  address  to  the  children. — Their  answers. 

Teacher.  “  Now,  children,”  addressing  himself  to 
the  youngest,  “  I  am  going  to  ask  you  only  one  question 
to-day  about  this  ear  of  corn.  If  you  can  answer  it  I 
shall  be  very  glad  ;  if  the  little  boys  and  girls  upon  the 
front  seat  cannot  give  the  answer,  I  will  let  those  in 
the  next  seat  try  ;  and  so  on  till  all  have  tried,  unless 
our  time  should  expire  before  the  right  answer  is  given. 
I  shall  not  be  surprised  if  none  of  you  give  the  answer 
I  am  thinking  of.  As  soon  as  I  ask  the  question,  those 
who  are  under  seven  years  old,  that  think  they  can  give 
an  answer,  may  raise  their  hand.  Wiiat  is  this  ear 

OF  CORN  FOR  ?” 

Several  of  the  children  raise  their  hands,  and  the 
teacher  points  to  one  after  another  in  order,  and  they 
rise  and  give  their  answers. 

Mary.  It  is  to  feed  the  geese  with. 

John.  Yes,  and  the  hens  too,  and  the  pigs. 

Sarah.  My  father  gives  corn  to  the  cows. 

By  this  time  the  hands  of  the  youngest  scholars  are 
all  down,  for  having  been  taken  a  little  by  surprise, 
their  knowledge  is  exhausted.  So  the  teacher  says 
that  those  between  seven  and  ten  years  of  age  may 
raise  their  hands.  Several  instantly  appear.  The 
teacher  again  indicates,  by  pointing,  those  who  may 
give  the  answer. 

Charles.  My  father  gives  com  to  the  horses  when 
the  oats  are  all  gone. 

Daniel.  We  give  it  to  the  oxen  and  cows,  and  we 
fat  the  hogs  upon  corn. 

Laura.  It  is  good  to  eat.  They  shell  it  from  the 


90  RIGHT  MODES  OF  TEACHING. 

Closing  at  the  time.— Hear  no  more  till  to-morrow. 

cobs  and  send  it  to  mill,  and  it  is  ground  into  meal. 
They  make  bread  of  the  meal,  and  we  eat  it. 

This  last  pupil  has  looked  a  little  further  into  domes- 
tic  economy  than  those  who  answered  before  her.  But 
by  this  time,  perhaps  before,  the  five  minutes  have  been 
nearly  expended,  and  yet  several  hands  are  up,  and  the 
faces  of  several  are  beaming  with  eagerness  to  tell  their 
thoughts.  Let  the  teacher  then  say,  “We  will  have  no 
more  answers  to-day.  You  may  think  of  this  matter 
till  to-morrow,  and  then  I  will  let  you  try  again.  I  am 
sorry  to  tell  you  that  none  of  you  have  mentioned  the 
use  I  was  thinking  of,  though  I  confess  I  expected 
it  every  minute.  I  shall  not  be  surprised  if  no  one 
of  you  give  this  answer  to-morrow.  I  shall  now  put 
the  ear  of  corn  in  my  desk,  and  no  one  of  you  must 
speak  to  me  about  it  till  to-morrow.  You  may  now 
take  your  studies  ” 

The  children  now  breathe  more  freely,  while  the 
older  ones  take  their  studies,  and  the  next  class  is 
called.  In  order  to  success,  it  is  absolutely  necessary 
that  the  teacher  should  positively  refuse  to  hold  any  , 
conversation  with  the  children  on  the  subject  till  the 
next  time  for  ‘  general  exercise.’ 

During  the  remainder  of  the  forenoon  the  teacher 
will  very  likely  observe  some  signs  of  thoughtfulness 
on  the  part  of  those  little  children  who  have  been 
habitually  dull  before.  And  perhaps  some  child,  eager 
to  impart  a  new  discovery,  will  seek  an  opportunity  to 
make  it  known  during  the  forenoon.  “Wait  till  to¬ 
morrow,”  should  be  the  teacher’s  only  reply. 


RIGHT  MODES  OF  TEACHING.  91 

The  children  go  home. — They  observe. — They  inquire. 

Now  let  us  follow  these  children  as  they  are  dis¬ 
missed  while  they  bend  their  steps  toward  home.  They 
cluster  together  in  groups  as  they  go  down  the  hill, 
and  they  seem  to  be  earnestly  engaged  in  conversation. 

“  I  don’t  believe  it  has  any  other  use,”  says  John. 

“  Oh,  yes,  it  has,”  says  Susan  ;  “  our  teacher  would 
not  say  so  if  it  had  not.  Besides,  did  you  not  see  what 
a  knowing  look  he  had,  when  he  drew  up  his  brow  and 
said  he  guessed  we  couldn’t  find  it  out?”, 

“  Well,  I  mean  to  ask  my  mother,”  says  little  Mary ; 
f<  I  guess  she  can  tell.” 

By-and-by  as  they  pass  a  field  of  corn,  Samuel  sees 
a  squirrel  running  across  the  street,  with  both  his  cheeks 
distended  with  ‘ plunder .’ 

At  home*  too,  the  ear  of  corn  is  made  the  subject  of 
conversation.  “  What  is  an  ear  of  corn  for,  mother  ?” 
says  little  Mary,  as  soon  as  they  have  taken  a  seat  at 
the  dinner-table. 

Mother.  An  ear  of  corn,  child  ?  why,  don’t  you 
know  ?  It  is  to  feed  the  fowls,  and  the  pigs,  and  the 
cattle  ;  and  we  make  bread  of  it  too - 

Mary.  Yes,  we  told  all  that,  but  the  teacher  says 
that  is  not  all. 

Mother.  The  teacher  ? 

Mary.  Yes,  ma’am,  the  teacher  had  an  ear  of  corn 
at  school,  and  he  asked  us  what  it  was  for ;  and  after 
we  had  told  him  every  thing  we  could  think  of,  he  said 
there  was  another  thing  still.  Now  I  want  to  find  out, 
so  that  I  can  tell  him. 

The  consequence  of  this  would  be  that  the  family, 


92 


RIGHT  MODES  OF  TEACHING. 


Their  family  become  interested. — Second  day. — Anecdote. 

father,  mother,  and  older  brothers  and  sisters,  would 

resolve  themselves  into  a  committee  of  the  whole  on 

» 

the  ear  of  corn.  Tiie  same,  or  something  like  this, 
would  be  true  in  other  families  in  the  district ;  and 
by  the  next  morning,  several  children  would  have  some 
thing  further  to  communicate  on  the  subject.  The  hour 
would  this  day  be  awaited  with  great  interest,  and  the 
first  signal  would  produce  perfect  silence. 

The  teacher  now  takes  the  ear  of  co  n  from  the  desk, 
and  displays  it  before  the  school ;  and  quite  a  number 
of  hands  are  instantly  raised  as  if  eager  to  be  the  first 
to  tell  what  other  use  they  have  discovered  for  it. 

The  teacher  now  says  pleasantly,  “  The  use  I  am 
thinking  of,  you  have  all  observed  I  have  no  doubt ;  it 
is  a  very  important  use  indeed  ;  but  as  it  i§  a  little  out 
of  the  common  course,  I  shall  not  be  surprised  if  you 
cannot  give  it.  However  you  may  try.” 

‘  It  is  good  to  boil  !”*  says  little  Susan,  almost  spring¬ 
ing  from  the  floor  as  she  speaks. 


*  The  children  themselves  will  be  sure  to  find  some  new  answers  to  such 
questions  as  the  above.  In  giving  in  substance  this  lecture  to  a  gathering 
of  teachers  in  the  Autumn  of  1845,  in  one  of  the  busy  villages  of  New  York, 
where  also  the  pupils  of  one  of  the  district  schools  were  present  by  invita¬ 
tion,  1  had  described  a  process  similar  to  that  which  has  been  dwelt  upon 
above.  I  had  given  the  supposed  answers  for  the  first  day,  and  had  described 
the  children  as  pressing  the  question  at  home.  When  I  had  proceeded  as 
far  as  to  take  up  the  ear  of  corn  the  second  day,  and  had  spoken  of  the 
possibility  that  the  true  answer  to  the  question  might  not  be  given,  I  turned 
almost  instinctively  to  the  class  of  children  at  my  right,  saying,  “  Now 
what  is  the  ear  of  corn  for?"  A  little  boy  some  six  years  of  age,  who  had 
swallowed  every  word,  and  whose  face  glowed  as  if  there  was  not  room 
enough  for  his  soul  within  him.  bounded  upon  his  feet,  and  forgetting  the 
publicity  of  the  place,  and  the  gravity  of  the  chairman  of  the  meeting, 


RIGHT  MODES  OF  TEACHING 


93 


Older  pupils  interested. — The  secret  revealed. 

“  And  it  is  for  squirrels  to  eat,”  says  little  Samuel. 
“  I  saw  one  carry  away  a  whole  mouthful  yesterday 
from  the  cornfield.” 

Others  still  mention  other  uses,  which  they  have 
observed.  They  mention  other  animals  which  feed 
upon  it,  or  other  modes  of  cooking  it.  The  older 
pupils  begin  to  be  interested,  and  they  add  to  the  list 
of  uses  named.  Perhaps,  however,  none  will  name 
the  one  the  teacher  has  in  his  own  mind  ;  he  should 
cordially  welcome  the  answer  if  perchance  it  is  given ; 
if  none  should  give  it,  he  may  do  as  he  thinks  best 
about  giving  it  himself  on  this  occasion.  Perhaps  if 
there  is  time  he  may  do  so, — after  the  following  manner. 

“  I  have  told  you  that  the  answer  I  was  seeking  was  a 
very  simple  one  ;  it  is  something  you  have  all  observed, 
and  you  may  be  a  little  disappointed  when  I  tell  you. 
The  use  I  have  been  thinking  of  for  the  ear  of  corn  is 
this  ; — It  is  to  plant.  It  is  for  seed ,  to  propagate  that 
species  of  plant  called  corn.”  Here  the  children  may 
look  disappointed,  as  much  as  to  say,  ‘  we  knew  that 
before.’ 

The  teacher  continues  :  “  And  this  is  a  very  import¬ 
ant  use  for  the  corn  ;  for  if  for  one  year  none  should  be 
planted,  and  all  the  ears  that  grew  the  year  before 
should  be  consumed,  we  should  have  no  more  corn. 
This,  then,  was  the  great  primary  design  of  the  corn ; 
the  other  uses  you  have  named  were  merely  secondary. 

clapping  his  hands  forcibly  together,  “  It’s  to  pop!”  he  exclaimed  em¬ 
phatically,  very  much  to  the  amusement  of  the  audience.  His  mind  had 
been  waked  up. 


94  RIGHT  MODES  OF  TEACHING. 

A  new  question. — Another. — Impart  instruction. 

But  I  mean  to  make  something  more  of  my  ear  of 
corn.  My  next  question  is  : — Do  other  plants  have 

S2EDS  V ’* 

Here  is  a  new  field  of  inquiry.  Many  hands  are 
instantly  raised  ;  but  as  the  five  minutes  by  this  time 
have  passed,  leave  them  to  answer  at  the  next  time. 

“Have  other  plants  seeds?”  the  children  begin  to 
inquire  in  their  own  minds,  and  each  begins  to  think 
over  a  list  of  such  plants  as  he  is  familiar  with.  When 
they  are  dismissed,  they  look  on  the  way  home  at  the 
plants  by  the  roadside,  and  when  they  reach  home,  they 
run  to  the  garden.  At  the  table  they  inquire  of  their 
parents,  or  their  brothers  and  sisters. 

At  the  next  exercise,  they  will  have  more  than  they 
can  tell  in  five  minutes  as  the  results  of  their  own 
observation  and  research.  When  enough  has  been 
said  by  the  children  as  to  the  plants  which  have  seeds, 
the  next  question  may  be  :  Do  all  plants  have 
seeds  ?  This  question  will  lead  to  much  inquiry  at 
home  wherever  botany  is  not  well  understood.  There 
are  many  who  are  not  aware  that  all  plants  have  seeds. 
Very  likely  the  ferns  (common  brakes)  will  be  noticed 
by  the  children  themselves.  They  may  also  name 
several  other  plants  which  do  not  exhibit  their  apparatus 
for  seed-bearing  very  conspicuously.  This  will  prepare 
the  way  for  the  teacher  to  impart  a  little  information. 
Nor  is  there  any  harm  in  his  doing  so,  whenever  he  is 
satisfied  that  the  mind  has  been  suitably  exercised. 


*  Plant  is  here  used  in  the  popular  sense 


RIGHT  MODES  OF  TEACHING.  95 

The  recipient  has  gained  capacity. — The  elm. — A  promise. 

The  mind  is  no  longer  a  “  passive  recipient and  he 
may  be  sure  that  by  inquiry  it  has  increased  its  capacity 
to  contain ,  and  any  fact  which  now  answers  inquiry, 
will  be  most  carefully  stored  up. 

The  next  question  may  be  : — Do  trees  have  seeds? 
As  the  children  next  go  out,  their  eyes  are  directed  to 
the  trees  above  them.  The  fruit-trees,  the  walnut,  the 
oak,  and  perhaps  the  pine  will  be  selected  as  those 
which  have  seeds.  They  will,  however,  mention  quite 
a  number  which  do  not,  or  which,  they  think,  do  not 
have  seeds.  Among  these  may  be  the  elm,  the  birch, 
and  the  Lombardy  poplar.  After  hearing  their  opin¬ 
ions,  and  the  results  of  their  observations,  take  one  of 
their  exceptions,  as  the  subject  of  the  next  question  ; 
Does  the  Elm  have  seeds  ?*  This  will  narrow  their 
inquiries  down  to  a  specific  case,  and  every  elm  in  the 
district  will  be  inquired  of  as  to  its  testimony  on  this 
point. 

If  the  children  can  any  of  them  collect  and  give  the 
truth  in  the  matter,  so  much  the  better ;  but  f  they, 
after  inquiring  of  their  parents  and  their  grandparents, 
as  I  have  known  a  whole  school  to  do,  come  back 
insisting  that  the  elm  has  no  seeds  ;  after  hearing  thfeir 
reasons  for  their  belief,  and  perhaps  the  opinions  of 
their  parents,  you  may  promise  to  tell  them  something 
about  it  at  the  next  exercise.  This  will  again  awaken 
expectation,  not  only  among  the  children  but  among  the 

*  It  is  a  very  common  opinion  in  the  country  that  the  elm  has  no  seeds. 
I  once  knew  a  man  who  grew  gray  under  the  shade  of  a  large  elm,  and 
who  insisted  that  it  never  bore  any  seeds. 


96  RIGHT  MODES  OF  TEACHING. 

A  caution. — Example  of  teaching. 

parents.  All  will  wish  to  know  what  you  have  to 
bring  out. 

Great  care  should  be  taken  not  to  throw  any  dispar¬ 
agement  upon  the  opinions  of  parents.  Perhaps  after 
giving  the  signal  for  attention,  you  may  proceed  as 
follows  : — 

“  Has  the  elm-tree  any  seeds  ?  Perhaps,  children, 
you  may  recollect  after  the  cold  winter  has  passed 
away,  that,  along  in  the  latter  part  of  March  or  the  first 
of  April,  we  sometimes  have  a  warm,  sunny  day.  The 
birds  perhaps  appear  and  begin  to  sing  a  little,  and  as 
you  look  up  to  the  elm,  you  notice  that  its  buds  seem 
to  swell,  and  you  think  it  is  going  to  put  out  its  leaves. 
Everybody  says  we  are  going  to  have  an  early  spring. 
But  after  this  the  cold  frosty  nights  and  windy  days 
come  on  again,  and  then  you  think  the  leaves  cannot 
come  out  so  early.  Now,  if  you  observe  carefully,  the 
leaves  do  not  come  out  till  about  the  20th  of  May  or 
perhaps  the  first  of  June.  Did  you  ever  see  any  thing 
like  what  I  have  described  ?” 

“  Yes,  sir,  we  remember  that.” 

“  Well,  the  next  time  you  see  the  buds  begin  to  open, 
just  break  off  a  twig  of  a  good  large  tree,  and  you  will 
find  they  are  not  the  leaf-buds .  But  if  you  will  watch 
them  carefully  for  two  or  three  weeks,  you  will  find 
that  each  bud  will  put  out  some  beautiful  little  flowers, 
brightly  colored,  and  slightly  fragrant.  If  you  will  still 
continue  to  watch  them,  you  will  find  as  the  flowers 
fall  off,  that  seed-vessels  are  formed,  shaped  very  much 
like  the  parsnip  seed.  These  will  grow  larger  and 


98  RIGHT  MODES  OF  TEACHING. 

Another. — Results. — Still  another. — Remarks. 

Next  question, —  Are  plants  propagated  in  any  other 
way  than  by  seeds  ? 

This  question  would  call  their  attention  to  the  various 
means  of  natural  and  artificial  propagation,  by  layers, 
by  offsets,  by  suckers,  by  grafting,  by  inoculation  or 
budding,  &c.  &c. 

Again, — Have  any  plants  more  ways  than  one  of  natu¬ 
ral  propagation  ?  Some  have  one  way  only,  by  seeds, 
as  the  annual  plants  ;  some  have  two, — by  seeds,  and 
by  roots,  as  the  potato  ;  some  have  three, — -as  the  tigeir 
lily,  by  side-bulbs  from  the  roots,  by  stalk-bulbs ,  and 
by  the  seeds.  This  can  be  extended  indefinitely. 

SECTION  V.  — REMARKS. 

Let  it  be  remembered  that  the  above  has  been  given 
simply  as  a  specimen  of  what  could  easily  be  done  by 
an  ingenious  teacher,  with  as  common  a  thing  as  an  ear 
of  corn  for  the  text.  Any  other  thing  would  answer  as 
well.  A  chip,  a  tooth  or  a  bone  of  an  animal,  a  piece 
of  iron,  a  feather,  or  any  other  object,  could  be  made 
the  text  for  adroitly  bringing  in  the  uses  of  wood,  the 
food  and  habits  of  animals ,  the  use  and  comparative 
value  of  metals,  the  covering  of  birds,  their  migration, 
the  covering  of  animals,  & c.  &c.  Let.  the  teacher  but 
think  what  department  he  will  dwell  upon,  and  then  he 
can  easily  select  his  text ;  and  if  he  has  any  tact,  he 
can  keep  the  children  constantly  upon  inquiry  and 
observation. 

The  advantages  of  the  above  course  over  simpl} 


RIGHT  MODES  OF  TEACHING.  99 

Effects  upon  the  children. — Advantages  of  observation. 

lecturing  to  them  on  certain  subjects,  that  is,  over  the 
pouring-in  process,  are  many  and  great.  Some  of  the 
most  obvious  I  will  briefly  state. 

1 .  It  immediately  puts  the  minds  of  the  children  into 
a  state  of  vigorous  activity.  They  feel  that  they  are  no 
longer  passive  recipients.  They  are  incited  to  discover 
and  ascertain  for  themselves.  They  are,  therefore, 
profitably  employed  both  in  and  out  of  school,  and  as  a 
consequence  are  more  easily  governed.  A  habit  of 
observation  is  cultivated  in  them  ;  and  what  an  advan¬ 
tage  is  this  for  a  child  !  It  is  almost  unnecessary  to 
remark  that  many  people  go  through  the  world  with¬ 
out  seeing  half  the  objects  which  are  brought  within 
their  reach.  It  would  be  the  same  to  them  if  their 
eyes  were  half  the  time  closed.  If  they  travel  through 
a  country  presenting  the  most  beautiful  scenery,  or  the 
most  interesting  geological  features,  they  see  nothing. 
They  grow  up  among  all  the  wonders  of  God’s  works, 
amid  all  the  displays  of  his  wisdom,  of  his  design,  to 
no  purpose.  They  study  none  of  the  plans  of  nature  ; 
and  by  all  the  millions  of  arrangements  which  God  has 
made,  to  delight  the  eye,  to  gratify  the  taste,  to  excite 
the  emotions  of  pleasure  instead  of  pain,  they  are 
neither  the  happier  nor  the  wiser.  What  a  blessing, 
then,  it  is  to  a  child,  to  put  his  mind  upon  inquiry ;  to 
open  his  eyes  to  observe  what  his  Creator  intended  his 
intelligent  creatures  should  behold,  of  his  goodness,  his 
wisdom,  his  power.  And  how  far  superior  is  he  who 
teaches  a  child  to  see  for  himself,  and  to  think  for  him¬ 
self,  to  him  who  sees  and  thinks  for  the  child,  and  thus 


100  RIGHT  MODES  OF  TEACHING. 

Parents  benefited. — Take  an  interest  in  the  school. 

practically  invites  the  pupil  to  close  his  own  eyes  and 
grope  in  darkness  through  the  instructive  journey  of 
life. 

2.  It  is  of  great  service  to  the  parents  in  the  district 
to  have  this  waking-up  process  in  operation.  Our  chil¬ 
dren  are  sometimes  our  best  teachers.  Parents  are  apt 
to  grow  rusty  in  their  acquirements,  and  it  is  no  doubt 
one  of  the  designs  of  providence  that  the  inquisitiveness 
of  childhood  should  preserve  them  from  sinking  into 
mental  inactivity.  Who  can  hear  the  inquiries  of  his 
own  child  after  knowledge,  without  a  desire  to  supply 
his  wants  ?  Now  it  is  right  for  the  teacher  to  use  this 
instrumentality  to  wake  up  mind  in  his  district'.  Parents, 
by  the  course  I  have  recommended,  very  soon  become 
interested  in  these  daily  questions  of  the  teacher ;  and 
they  are  often  as  eager  to  know  what  is  the  next  ques¬ 
tion  as  the  children  are  to  report  it.  This  course,  then, 
will  supply  profitable  topics  of  conversation  at  the  fire¬ 
side,  and  very  likely  will  encourage  also  the  pursuit  of 
useful  reading.  It  will  moreover  soon  awaken  a  deeper 
interest  in  the  school  on  the  part  of  the  parents.  They 
will  begin  to  inquire  of  one  another  as  to  this  new 
measure  ;  and  when  they  find  by  conference  that  the 
feeling  in  this  matter  is  becoming  general,  they  will 
desire  to  visit  the  school  to  witness  this  as  well  as  the 
other  operations  of  the  teacher.  This  will  secure 
parental  cooperation,  and  thus  in  every  way  the  in¬ 
fluence  of  the  school  will  be  heightened.  It  is  no 
small  thing  for  a  teacher  to  enlist  the  interest  of  his 
patrons  in  the  success  of  his  school  ;  and  this  is  the  most 


RIGHT  MODES  OF  TEACHING.  101 

Teacher  is  improved.— His  temptations. 

happily  done,  when  it  is  achieved  through  the  medium 
of  the  pupils  themselves. 

3.  It  wakes  up  the  teacher's  own  mind.  This  is 
by  no  means  the  least  important  point  to  be  gained. 
The  teacher,  by  the  very  nature  of  his  employment, 
by  daily  confinement  in  an  unhealthy  atmosphere, 
by  teaching  over  and  over  again  that  with  which  he 
is  quite  familiar,  by  boarding  with  people  who  are 
inclined  to  be  social,  and  by  the  fatigue  and  languor 
with  which  he  finds  himself  oppressed  every  night,  is 
strongly  tempted  to  neglect  his  own  improvement. 
There  are  but  few  who  rise  above  this  accumulation  of 
impediments,  and  go  on  in  spite  of  them  to  eminence 
in  the  profession.  A  large  proportion  of  all  who  teach, 
rely  upon  the  attainments  with  which  they  commence ; 
and  in  the  course  of  two  or  three  years,  finding  them¬ 
selves  behind  the  age,  they  abandon  the  employment. 
This  is  very  natural.  Any  man  who  treads  in  a  beaten 
track,  like  a  horse  in  a  mill,  must  become  weary,  how¬ 
ever  valuable  the  product  may  be  which  he  grinds  out. 
It  is  essential  that  he  should  keep  his  own  interest 
awake  by  some  exercise  of  his  ingenuity,  and  that  he 
should  compel  himself  to  be  industrious  by  undertaking 
that  which  will  absolutely  demand  study.  The  above 
process  will  do  this ;  and  while  he  may  have  the 
exquisite  pleasure  of  seeing  the  growth  of  his  pupils’ 
minds,  he  may  also  have  the  higher  satisfaction  of 
feeling  the  growth  of  his  own. 

I  must  here  add,  that  it  has  not  been  my  intention 


102 


RIGHT  MODES  OF  TEACHING. 


Books  not  to  be  neglected. — Given  only  as  a  specimen. 

in  what  I  have  said,  to  inculcate  the  idea  that  the  study 
of  books  should  in  the  least  degree  be  abated  to  make 
room  for  this  process  of  waking  up  mind.  The  various 
branches  are  to  be  pursued  and  as  diligently  pursued  as 
ever  before.  The  time  to  be  set  apart  for  this  exercise 
should  be  short, — never  probably  to  exceed  five  min¬ 
utes.  It  is  to  come  in  when  the  scholars  need  rest  for 
a  moment,  and  when,  if  not  employed  about  this,  they 
would  probably  be  doing  nothing,  or  perhaps  worse 
than  nothing.  It  should  be  managed  with  care,  and 
should  never  be  made  a  hobby  by  teachers,  as  if  it  were 
of  more  importance  than  any  thing  else.  One  secret 
of  success  in  this — as  indeed  in  every  thing — is,  that  it 
should  not  be  continued  too  long  at  once.  The  pupils 
should  be  left  “  longing — not  loathing.” 

Let  me  again  remind  the  reader  that  I  have  given  the 
above  as  a  specimen.  The  choice  of  the  ear  of  corn 
was  merely  accidental  ;  it  happened  to  lie  on  my  table 
when  I  wanted  a  text.  The  teacher  should  look  upon 
this  simply  as  a  specimen,  and  then  choose  his  own 
subjects.  The  main  point  aimed  at  is  this : — Never  ask 
leading  questions  which  your  scholars  can  hardly  fail 
to  answer;  and  never  lecture  to  your  pupils  till  you  have 
somehow  first  kindled  in  them  a  living  desire  to  know  ; 
that  is,  avoid  alike  the  “  drawing-out”  and  the  “  pour¬ 
ing-in”  process.  Rather  let  it  be  your  object  to  excite 
inquiry  by  a  question  they  cannot  answer  without 
thought  and  observation, — and  such  a  question  as  they 
would  deem  it  disgraceful  not  to  be  able  to  answer. 
This  adroitly  done  is  “  waking  up  mind” 


CONDUCTING  RECITATIONS.  103 

Aptness  to  teach. — Difference  in  men ;  in  teachers. 


CHAPTER  VII. 

CONDUCTING  RECITATIONS. 

In  considering  a  teacher’s  qualifications,  the  power 
of  exciting  an  interest  in  the  recitations  of  his  school 
may  not  be  overlooked.  No  man  can  be  successful  for 
any  length  of  time  without  this.  This  comprises  what 
is  usually  implied  by  aptness  to  teach.  All  men 
have  not  this  faculty  by  nature  in  an  equal  degree. 
Some  may  talk  for  an  hour  upon  an  interesting  topic  in 
the  presence  of  children  without  commanding  their 
attention  ;  while  there  are  others  who  can  take  even  a 
common-place  subject  and  secure  for  any  length  of 
time  an  all-absorbing  interest  in  every  word.  This 
difference  is  seen  in  every  grade  of  public  speakers, 
and  in  all  descriptions  of  writers  ;  but  perhaps  more 
strikingly  than  anywhere  else  it  is  observable  among 
teachers.  Enter  one  school,  and  you  may  notice  that 
the  scholars  are  dull  and  listless  ;  indifference  sits  un¬ 
disturbed  upon  their  brows  ;  or  perhaps  they  are  driven 
by  the  activity  of  their  own  natures  to  some  expedient 
to  interest  themselves,  while  the  teacher  is  with  very 
commendable  spirit,  laboriously — perhaps  learnedly — 
explaining  some  principle  or  fact  designed  for  their 
edification.  The  secret  is,  he  has  not  yet  learned  to 


104  CONDUCTING  RECITATIONS. 

A  contrast. — Not  always  a  natural  gift. 

awaken  their  attention ;  he  fails  to  excite  their  inter¬ 
est. 

Pass  to  another  school.  A  breathless  silence  per¬ 
vades  the  room  ;  the  countenances  of  the  children, 
upturned  towards  the  teacher,  beam  with  delight.  As 
he  kindles  into  earnestness  and  eloquence,  they  kindle 
into  responsive  enthusiasm.  Whenever  his  eye  meets 
theirs,  he  sees — he  feels  the  glow  radiated  by  the  fire 
he  is  lighting  in  their  souls,  and  his  own  gathers  new 
warmth  and  enthusiasm  in  return.  Such  a  man  is  aj>t 
to  teach ;  and  you  could  scarcely  break  the  spell  by 
which  he  holds  his  class,  “  though  you  should  give 
them  for  playthings,  shining  fragments  broken  from  off 
the  sun.” 

He  who  possesses  this  gift  naturally,  has  very  great 
advantage  as  a  teacher  to  begin  with.  The  ability  to 
tell  well  what  he  knows,  is  of  more  consequence  to  the 
teacher,  than  the  greatest  attainments  without  the  power 
to  communicate  them.  Combine  high  attainments  with 
the  ability  to  tell,  and  you  have  the  accomplished 
teacher. 

But  this  power  to  communicate  is  not  necessarily  a 
natural  gift ;  it  comes  not  always  by  intuition.  It  can 
be  acquired.  It  is  founded  in  philosophy  ;  and  he  who 
can  understand  any  thing  of  the  workings  of  his  own 
mind,  who  can  revert  to  the  mental  processes  he  went 
through  in  order  to  comprehend  a  principle,  who  can 
go  back  to  that  state  of  mind  he  was  in  before  he  com¬ 
prehended  it,  and  then  by  one  step  more  can  put  him¬ 
self  in  the  place  of  the  child  lie  is  teaching,  realizing 


CONDUCTING  RECITATIONS.  105 

Plow  acquired. — Natural  order. — Science  of  teaching. 

exactly  his  perplexities  and  feeling  his  precise  wants, 
can  become  the  apt  teacher.  Those  who  fail  in  this 
are  usually  those  who  have  forgotten  the  steps  they 
took  to  acquire  their  own  knowledge,  or  perhaps  who 
never  noticed  what  steps  they  did  take. 

To  acquire  this  rare  qualification  should  be  the  con¬ 
stant  study  of  the  teacher.  To  this  end  he  should 
recall,  as  far  as  possible,  the  operations  of  his  own 
mind  in  childhood.  By  studying  his  own  mind,  he 
learns,  often  most  effectually,  what  he  needs  to  know 
of  others.  Whenever  he  is  preparing  to  teach  any 
principle  or  fact  to  others,  let  him  ask  himself  ques¬ 
tions  like  the  following : — What  was  the  dark  point  in 
this,  when  I  studied  it  ?  Where  did  my  mind  labor 
most  ?  What  point  did  my  teacher  fail  to  explain  ? 
Such  questions  will  frequently  suggest  the  very  diffi¬ 
culty  which  perplexes  every  mind  in  the  same  process. 
Again,  the  following  inquiries  may  be  very  useful  : — 
In  studying  this,  what  was  the  first  point  which 
appeared  clear  to  me  ?  After  this,  what  was  the 
second  step,  and  how  did  that  follow  the  first  ?  The 
next  in  order?  And  the  next?  Was  this  the  natural 
order  ?  If  not,  what  is  the  natural  order  ?  The  right 
answers  to  these  questions  will  suggest  the  course  to 
be  pursued  in  the  instruction  of  a  class. 

The  teacher  can  scarcely  ask  a  more  important 
question  than  this  : — What  is  the  natural  order  of 
presenting  a  given  subject  ?  The  ability  to  determine 
this,  is  what  constitutes  in  a  great  degree  the  science  of 
teaching.  This  inquiry  should  occupy  much  thought 


10G  CONDUCTING  RECITATIONS. 

Thorough  knowledge. — Its  advantages  to  the  teacher. 

because  a  mistake  here  is  disastrous,  and  ever  will  be, 
as  long  as  divine  wisdom  is  superior  to  human.  He 
who  can  ascertain  the  order  of  nature,  will  be  most 
sure  of  exciting  an  interest  in  the  subject  he  is  endeav 
oring  to  teach. 

Some  further  suggestions  as  to  conducting  school 
recitations  are  contained  in  the  following  paragraphs. 

1 .  The  teacher  should  thoroughly  understand  what 
he  attempts  to  teach.  It  is  destructive  of  all  life  in  the 
exercise,  if  the  teacher  is  constantly  chained  down  to 
the  text-book.  1  have  no  objection,  indeed,  that  he 
should  take  his  text-book  with  him  to  the  class,  and 
that  he  should  occasionally  refer  to  it  to  refresh  his 
own  memory,  or  to  settle  a  doubt.  But  who  does  not 
know  that  a  teacher  who  is  perfectly  familiar  with 
what  is  to  be  taught,  has  ten  times  the  vivacity  of  one 
who  is  obliged  to  follow  the  very  letter  of  the  book  ? 
His  own  enthusiasm  glows  in  his  countenance,  sparkles 
in  his  eye,  and  leaps  from  his  tongue.  He  watches 
the  halting  of  the  pupil,  perceives  his  difficulty,  devises 
his  expedient  for  illustrating  the  dark  point  in  some 
new  way,  and,  at  the  proper  moment,  renders  just  the 
amount  of  assistance  which  the  pupil  needs.  Not 
confined  to  the  text,  he  has  the  use  of  his  eyes ;  and 
when  he  speaks  or  explains,  he  can  accompany  his 
remark  with  a  quickening  look  of  intelligence.  In  this 
way  his  class  is  enlivened.  They  respect  him  for  his 
ready  attainment,  and  they  are  fired  with  a  desire  to  be 
his  equal. 

How  different  is  it  with  a  teacher  who  knows  nothing 


CONDUCTING  RECITATIONS.  107 

Printed  questions. — Special  preparation. 

of  the  subject  but  what  is  contained  in  the  text  before 
him,  and  who  knows  that  only  as  he  reads  it  during 
the  intervals  occasioned  by  the  hesitations  of  the  class. 
Every  question  he  proposes  is  printed  at  the  bottom 
of  the  page  ;  and  as  soon  as  he  reads  the  question, 
without  a  glance  at  the  pupil,  his  eye  sets  out  on  a 
chase  after  the  answer  in  the  text.  If  the  scholar 
lias  not  already  been  stupified  by  such  teaching,  and 
happens  to  give  an  intelligent  answer,  yet  not  in  the 
precise  language  of  the  book,  he  is  set  right  by  the 
teacher’s  reading  the  very  words, — just  so  much  de¬ 
tached  from  the  sentence,  as  he  fancies  was  intended 
to  answer  that  one  question  !  In  this  way  he  dis¬ 
courages  thought  in  his  pupils,  and  sets  a  bounty 
on  mechanical  study.  In  this  way,  too,  he  congeals 
whatever  of  interest  they  bring  with  them  to  the  reci¬ 
tation,  and  they  sink  into  indifference, — or,  following 
the  instincts  of  their  nature,  they  seek  occupation 
in  play  or  mischief,  even  under  the  sound  of  his 
voice  ! 

2.  The  teacher  should  specially  prepare  himself  for 
each  lesson  he  assigns.  This  is  naturally  suggested  by 
what  has  just  been  said.  The  teacher’s  memory  needs 
to  be  refreshed.  We  all  know  how  difficult  it  would 
be  to  recite  a  lesson,  in  geometry  for  instance,  weeks 
after  studying  it.  It  is  so  in  other  things.  Now  the 
teacher  should  be  so  familiar  with  the  lesson  which  he 
proposes  to  hear  recited,  that  he  could  recite  it  himself 
as  perfectly  as  he  would  desire  his  scholars  to  do  it. 
This  is  seldom  the  case.  I  have  heard  a  teacher,  with 


108 


CONDUCTING  RECITATIONS. 


The  tables  titrued.— Common-place  book. — Its  use. 

the  text-book  in  his  hands,  complain  of  the  dullness  or 
inaccuracy  of  his  classes,  when,  if  the  tables  had  been 
turned,  and  the  pupils  allowed  to  ask  the  questions, 
the  teacher  would  scarcely  have  recited  as  well.  And 
I  may  add,  this  is  no  very  uncommon  thing !  If  any 
one  is  startled  at  this  assertion,  let  him  request  a 
friend,  in  whom  he  can  confide,  to  ask  him  the  ques¬ 
tions  of  a  particular  lesson  in  geography,  or  history,  or 
grammar.  The  teacher  should  daily  study  his  class 
lessons.  This  will  enable  him  the  better  to  assign  his 
lessons  judiciously.  In  this  daily  study,  he  should 
master  the  text-hook  upon  the  subject ;  and  more  than 
this,  he  should  consider  what  collateral  matter  he  can 
bring  in  to  illustrate  the  lesson.  He  should  draw  upon 
the  resources  of  his  own  mind, — upon  the  treasures  of 
his  common-place  hook* — upon  the  contents  of  some 


*  It  is  an  excellent  plan  for  every  teacher  to  keep  a  common-place  book 
of  considerable  size,  different  portions  of  it  being  set  apart  for  the  differ¬ 
ent  subjects  upon  which  he  is  to  give  instruction.  On  the  first  twenty 
pages,  “  Geography”  may  be  the  head,— the  next  twenty  pages  may  be 
set  apart  for  “  History,” — twenty  more  may  be  assigned  to  “  Reading,” — 
and  a  like  number  to  “Arithmetic,”  “Grammar,”  “Spelling,”  “Wri¬ 
ting,”  &c.,  reserving  quite  a  space  for  “  Miscellaneous  Matter.”  This 
would  make  a  large  book,  but  when  it  is  remembered  that  it  is  to  be  used 
for  several  years,  it  is  well  to  have  it  large  enough  to  contain  a  large 
amount  of  matter.  Now,  whenever  the  teacher  hears  a  lecture  on  a  pecu¬ 
liar  method  of  teaching  either  of  these  branches,  let  him  note  the  promi¬ 
nent  parts  of  it  under  the  proper  head,  and  especially  the  illustrations. 
When  he  reads  or  hears  an  anecdote  illustrating  Geography,  History,  or 
Grammar,  let  it  be  copied  under  the  proper  head.  If  it  illustrates  Geogra¬ 
phy,  let  the  name  of  the  place  stand  at  its  head.  When  he  visits  a  school, 
and  listens  to  a  new  explanation  or  a  new  process,  let  him  note  it  under 
its  head.  In  this  way  he  may  collect  a  thousand  valuable  things  to  be 
used  with  judgment  in  his  school. 


CONDUCTING  RECITATIONS.  109 

Use  of  the  eye.— Correct  language. 

encyclopaedia, — upon  any  source,  from  whence  he  can 
obtain  a  supply  of  knowledge  for  his  purpose.  This 
will  improve  his  own  mind,  and  he  will  be  encouraged, 
as  from  time  to  time  he  teaches  the  same  branch,  to 
find  that  he  is  able  to  do  better  than  ever  before,  and 
that,  instead  of  becoming  weary  with  repetition,  he  is 
more  and  more  enthusiastic  in  the  subject. 

Going  thus  to  his  class — so  full  of  the  subject,  that 
were  the  text-book  annihilated,  he  could  make  another 
and  better  one — he  will  have  no  difficulty  to  secure 
attention.  As  he  speaks,  his  eye  accompanies  his 
word,  and  as  his  pupils  answer,  he  sees  the  expression 
of  their  countenances  ;  and  what  a  world  of  meaning 
there  is  in  this  expression  !  It  betrays,  better  than 
words  can  do,  the  clearness  or  obscurity  of  the  mind’s 
perception,  when  a  truth  is  presented.  How  different 
the  beaming  of  the  eye  when  the  soul  apprehends , 
from  that  almost  idiotic  stare  at  vacuity  when  words 
are  used  without  import.  And  how  necessary  it  is 
that  the  teacher  should  be  free  to  observe  the  inward 
workings  of  the  soul  as  indicated  upon  the  counte¬ 
nance. 

3.  The  teacher  should  he  able  to  use  our  language 
fluently  and  correctly.  In  this  many  are  deficient. 
They  hesitate  and  stammer,  and  after  all,  express  their 
ideas  in  vague  terms,  and  perhaps  by  the  use  of  in¬ 
accurate  or  inelegant  language.  A  teacher  in  no  way 
gives  so  effectual  instruction  in  grammar  as  by  his  own 
use  of  our  language  ;  and  there  can  be  no  sight  more 
mortifying  than  that  of  a  teacher  laboring  to  fix  in  the 


110  CONDUCTING  RECITATIONS. 

“  Sums.” — “  Question.” — Anecdote. — Animation. 

minds  of  his  class  some  rule  of  syntax,  when  his  own 
language  at  the  very  moment  shows  an  entire  disregard 
of  the  rule.  It  is  very  common  to  hear  teachers  talk 
of  “  sums' ’  to  their  classes  in  arithmetic,  and  even  to 
ask  them  to  do  “  sums”  in  subtraction  or  division  ! 
The  term  “  question ”  is  often  as  improperly  applied, 
when  no  question  is  asked.  The  teacher  should  be 
accurate  in  the  use  of  terms.  “  Question”  is  some¬ 
times  the  proper  word  ;  sometimes  “  problem,”  and 
sometimes  “  exercise,”  or  “  example,”  may  with  more 
propriety  be  used  ;  but  “  sum ”  means  the  amount  of 
several  numbers  when  added,  and  it  should  not  be 
applied  as  the  name  of  an  exercise.  Some  teachers 
use  the  terms  ratio  and  proportion*  interchangeably, 
as  if  they  were  synonyms.  Such  inaccuracies  in  the 
teacher  will  be  sure  to  be  reproduced  in  the  school, 
and  it  is  a  great  evil  for  the  scholar  to  acquire  a 
careless  habit  in  the  use  of  terms. 

4.  He  should  have  proper  animation  himself  .  Hor¬ 
ace  Mann  describes  some  of  the  Scotch  teachers  as 
working  themselves  up  into  a  feverish  excitement  in 
the  presence  of  their  classes,  and  the  classes  in  turn 
as  literally  bounding  from  the  floor  when  they  answer 
their  hasty  questions.  Now,  while  I  think  these  Scotch 


*  We  are  reminded  by  this  of  the  college  student  who  was  examined 
rather  closely  by  his  tutor.  “  What  is  ratio  ?”  inquired  the  tutor.  “  Ratio  V* 
said  the  young  man,  “  ratio  is  proportion.”  “  Well,  what  is  proportion?” 
“Proportion?  proportion  is  ratio.”  “Well,  then,”  said  the  tutor,  looking 
perplexed,  “  what  are  both  together?”  “  Excuse  me,”  said  the  pupil,  “  I 
can  define  but  one  at  a  time  /” 


CONDUCTING  RECITATIONS.  1  1  1 

Children  imitative. — Attitude. — The  attention  of  the  class. 

teachers  go  quite  too  far,  I  do  think  that  many  of  our 
own  teachers  come  short  of  a  proper  standard  of  ani¬ 
mation.  A  teacher  should  be  ready,  without  being 
rapid  ;  animated,  without  being  boisterous.  Children 
are  imitative  beings  ;  and  it  is  astonishing  to  observe 
how  very  soon  they  catch  the  manners  of  the  teacher. 
If  he  is  heavy  and  plodding  in  his  movements,  they 
will  very  soon  be  dull  and  drowsy  in  theirs  ;  then,  if 
he  speaks  in  a  sprightly  tone,  and  moves  about  with 
an  elastic  step,  they  almost  realize  a  resurrection  from 
the  dead.  If  he  appears  absent-minded,  taking  but 
little  interest  in  the  lesson  which  is  recited,  they  will 
be  as  inattentive,  at  least,  as  he ;  while,  if  all  his 
looks  and  actions  indicate  that  the  subject  is  of  some 
importance,  he  will  gain  their  attention.  Nor  can  I 
refrain  in  this  place  from  suggesting  to  the  teacher 
the  importance  of  regarding  his  manners,  while  en¬ 
gaged  in  conducting  a  recitation.  His  attitude  should 
not  be  one  of  indolence  or  coarseness, — and  when  he 
moves  from  his  seat,  and  appears  at  the  blackboard  to 
illustrate  any  point,  it  should  be  done  gracefully,  and 
with  a  constant  regard  to  the  fact,  that  every  look  and 
every  motion  teaches. 

5.  He  should  never  'proceed  without  the  attention  of 
the  class.  A  loss  of  interest  is  sure  to  follow  a  want 
of  attention.  Besides,  a  habit  of  inattention,  while  it 
is  very  common,  is  also  a  great  calamity  to  the  person 
who  falls  into  it  during  life.  Many  a  sermon  is  lost 
upon  a  portion  of  the  audience  in  our  churches  every 
Sabbath  from  this  cause.  When  the  attention  is 


112  CONDUCTING  RECITATIONS. 

A  routine. — “  Books  but  helps.” — Utility. 

aroused,  the  impression  made  is  enduring ;  and  one 
idea  then  communicated  is  worth  a  hundred  at  any 
other  time. 

6.  Avoid  a  formal  routine  in  teaching.  Children 
are  very  apt  to  imbibe  the  notion  that  they  study  in 
order  to  recite.  They  have  but  little  idea  of  any  pur¬ 
pose  of  acquirement  beyond  recitation ;  hence  they 
study  their  text  book  as  mere  words.  The  teacher 
should,  as  soon  as  possible,  lead  them  to  study  the  sub¬ 
ject,  using  the  book  simply  as  an  instrument.  “  Books 
are  but  helps” — should  become  their  motto.  In  order 
to  bring  this  about,  the  instructor  would  do  well  occa 
sionally  to  leave  entirely  the  order  of  the  book,  and 
question  them  on  the  topic  they  have  studied.  If  they 
are  pursuing  arithmetic,  for  instance,  and  they  have 
carefully  prepared  a  definite  number  of  problems,  it 
might  be  well  to  test  their  ability  by  giving  them  at  the 
recitation  others  of  the  teachers’  own  preparing,  in¬ 
volving  an  application  of  what  they  have  learned  to  the 
business  of  life.  This  will  lead  them  to  study  intelli¬ 
gently.  Besides,  as  soon  as  they  begin  to  see  how  their 
knowledge  is  to  be  useful  to  them,  they  have  a  new 
motive  to  exertion.  They  should  be  so  taught  as  to 
discover  that  grammar  will  improve  their  understanding 
and  use  of  language  ;  that  writing  will  prepare  them 
for  business,  and  by  enabling  them  to  communicate 
with  their  friends,  will  add  to  their  enjoyment ;  and  so 
of  reading  and  the  other  branches. 

7.  Be  careful  to  use  language  ivliich  is  intelligible 
to  children,  whenever  an  explanation  is  given.  The 


CONDUCTING  RECITATIONS. 


113 


_ Intelligible  language.— An  example  quoted. 

object  of  an  explanation  is  to  elucidate,  to  make  clearer. 
How  is  this  object  accomplished  when  the  explanation 
is  less  intelligible  than  the  thing  explained  ?  Suppose 
a  child  should  ask  her  teacher  to  explain  the  cause  of 
cold  in  winter  and  heat  in  summer  ;  in  other  words,  the 
cause  of  the  change  of  seasons.  “  Oh,  yes,”  says  he, 
pleasantly.  The  annual  revolution  of  the  earth  round 
the  sun  in  connection  with  the  obliquity  of  the  ecliptic, 
occasions  the  succession  of  the  four  seasons.”*  The 
child  listens  to  these  “  words  of  learned  length,”  and  is 
astonished  at  the  learning  of  her  teacher,  but  she  has 
no  clearer  idea  than  before  of  the  point  she  inquired 
about. 

Mr.  S.  R.  Hall  in  his  lectures  gives  the  following 
forcible  illustration  of  the  same  point.  “  Will  you 
please  to  tell  me  why  I  carry  one  for  every  ten  ?”  said 
little  Laura  to  her  instructor.  “Yes,  my  dear,”  said 
he,  kindly.  “  It  is  because  numbers  increase  from  right 
to  left  in  a  decimal  ratio.”  Laura  sat  and  repeated  it 
to  herself  two  or  three  times,  and  then  looked  very  sad. 
The  master,  as  soon  as  he  had  answered,  pursued  his 
other  business  and  did  not  notice  her.  But  she  was 
disappointed.  She  understood  him  no  better  than  if  he 
had  used  words  of  another  language.  “  Decimal”  and 
“  ratio”  were  words  that  might  have  fallen  on  her  ear 
before,  but  if  so,  she  understood  them  none  the  better 
for  it.  She  looked  in  the  dictionary  and  was  disap¬ 
pointed  again,  and  after  some  time,  put  away  her 


*  Worcester’s  Geography. 

8 


CONDUCTING  RECITATIONS. 


114 

Honest  confession, — not  mystification. — Example. 

arithmetic.  When  asked  by  her  teacher  why  she  did 
so,  she  replied,  ‘  I  don’t  like  to  study  it ;  I  can’t 
understand  it  ’  ” 

“  Now  the  injury  to  little  Laura  was  very  great.  She 
had  commenced  the  study  with  interest ;  she  had  learned 
to  answer  a  great  many  questions  in  arithmetic  and  had 
been  pleased.  She  was  now  using  a  slate  and  writing 
her  figures  on  it,  and  had  found  the  direction  to  carry 
one  for  every  ten.  This  she  might  have  been  made  to 
understand.  The  master  loved  his  scholars  and  wished 
to  benefit  them,  but  forgot  that  terms  p  erf ectly  plain  to 
him  would  he  unintelligible  to  the  child.  From  that 
moment  Laura  disliked  arithmetic,  and  every  effort 
that  could  be  used  with  her  could  not  efface  the  im 
pression  that  it  was  a  hard  study,  and  she  could  not 
understand  it.” 

While  upon  this  subject,  I  might  urge  that  teachers 
should  not  resort  to  evasion  when  they  are  not  able  to 
explain.  It  is  a  much  more  honorable,  and  far  more 
satisfactory  course,  for  the  teacher  frankly  to  confess  his 
inability  to  explain,  than  to  indulge  in  some  ridiculous 
mysticism  to  keep  up  the  show  of  knowledge.  I  may 
never  forget  the  passage  I  first  made  through  the  Rule 
of  Three,  and  the  manner  in  which  my  manifold  per¬ 
plexities  respecting  “direct  and  inverse”  proportion 
were  solved.  “  Sir,”  said  I,  after  puzzling  a  long  time 
over  ‘  more  requiring  more  and  less  requiring  less’ — 
“  will  you  tell  me  why  I  sometimes  multiply  the  second 
and  third  terms  together  and  divide  by  the  first — and  at 
other  times  multiply  the  first  and  second  and  divide  by 


i 


CONDUCTING  RECITATIONS.  115 

More  requires  more  ! — Accurate  and  prompt  recitation. 

the  third  ?”  “  Why,  because  more  requires  more  some¬ 
times,  and  sometimes  it  requires  less — to  be  sure. 
Haven’t  you  read  the  rule,  my  boy  ?”  “  Yes,  sir,  I  can 
repeat  the  rule,  but  I  don’t  understand  it.”  “  Why  it 
is  because  ‘  more  requires  more  and  less  requires  less !’  ” 
“But  why,  sir,  do  I  multiply  as  the  rule  says  ?”  “Why, 
because  ‘  more  requires  more  and  less  requires  less’ — 
see,  the  rule  says  so”  “  I  know  the  rule  says  so,  but 
I  wished  to  understand  why” — “  Why  ?  why  ?”  look¬ 
ing  at  me  as  if  idiocy  itself  trembled  before  him — 
“  why  ? — why  because  the  rule  says  so ;  don't  you  see 
it? — DO ^More  requires  more  and,  less  requires  less !" 
— and  in  the  midst  of  this  inexplicable  combination  of 
more  and  less,  I  shrunk  away  to  my  seat  blindly  to 
follow  the  rule  because  it  said  so.  Such  teaching  as 
this  is  enough  to  stultify  the  most  inquiring  mind  ;  and 
it  is  to  secure  the  blessing  of  relief  from  such  influence 
to  the  children  of  any  particular  district,  that  we  come 
to  consider  an  occasional  change  of  teachers  a  mitigated 
evil. 

8.  Require  prompt  and  accurate  recitation.  I  know 
of  nothing  that  will  abate  the  interest  of  a  class  sooner 
than  dull  and  dragging  recitations.  The  temptation  in 
such  cases  is  very  strong  for  the  teacher  to  help  the 
class  by  the  “  drawing-out  process”  before  described. 
This,  however,  only  makes  the  matter  worse.  The 
dull  recitation  calls  for  the  teacher’s  aid  ;  and  his  aid 
reproduces  the  dull  recitation.  The  only  way  is  to  stop 
at  once,  and  refuse  to  proceed  till  the  recitation  can  go 
alone.  It  is  just  as  easy  to  have  good  lessons  as  poor ; 


116  CONDUCTING  RECITATIONS. 

It  saves  time. — Simultaneous  recitation. — Its  evils. 

and  the  teacher  should  have  the  energy  to  insist  upon 
them.  Mark  the  countenances  of  a  class  as  they  go  to 
their  seats  after  a  good  recitation.  They  feel  that  they 
have  done  something,  and  they  look  as  if  they  valued 
the  teacher’s  approbation  and  their  own  so  highly,  that 
they  will  learn  the  next  lesson  still  better. 

It  is  moreover  a  great  saving  of  time,  to  have  the 
lessons  promptly  recited.  This  saving  will  afford  the 
opportunity  to  introduce  those  additional  illustrations  I 
have  before  suggested,  in  order  to  excite  a  still  deeper 
interest.  It  may  sometimes,  though  not  always,  be  well 
to  make  a  prompt  and  perfect  recitation  the  condition 
of  introducing  the  additional  matter. 

9.  Rely  not  too  much  upon  simultaneous  recitation. 
This  has  become  quite  too  fashionable  of  late.  It  had 
its  origin  in  the  large  schools  established  some  years 
since,  known  as  Lancasterian  schools,  and  perhaps  was 
well  enough  adapted  to  schools  kept  upon  that  plan  in 
large  cities.  But  when  this  mode  of  reciting  is  adopted 
in  our  district  and  country  schools,  where  the  circum¬ 
stances  of  large  numbers  and  extreme  backwardness 
are  wanting,  it  is  entirely  uncalled  for,  and  like  other 
city  fashions  transferred  to  the  country,  is  really  out 
of  place. 

Seriously,  I  look  upon  this  as  one  of  the  prominent 
faults  in  many  of  our  schools.  It  destroys  all  indepen¬ 
dence  in  the  pupil  by  taking  awTay  his  individuality. 
He  moves  with  the  phalanx.  Learning  to  rely  on  others, 
he  becomes  superficial  in  his  lessons.  He  is  tempted 
to  indolence  by  a  knowledge  that  his  deficiencies  will 


CONDUCTING  RECITATIONS.  117 

Sometimes  allowable. — When? 

not  stand  out  by  themselves  ;  and  he  comforts  himself 
after  a  miserable  recitation  with  the  consoling  reflection 
that  he  has  been  able  to  conceal  his  want  of  thorough¬ 
ness  from  his  teacher. 

It  may  sometimes  be  useful.  A  few  questions  thus 
answered  may  serve  to  give  animation  to  a  class  when 
their  interest  begins  to  flag ;  but  that  which  may  serve 
as  a  stimulant  must  not  be  relied  on  for  nutrition. 
As  an  example  of  its  usefulness,  I  have  known  a 
rapid  reader  tamed  into  due  moderation  by  being  put 
in  companionship  with  others  of  slower  speech,  just  as 
we  tame  a  friskful  colt  by  harnessing  him  into  a  team 
of  grave  old  horses.  But  aside  from  some  such  definite 
purpose,  I  have  seen  no  good  come  of  this  innovation. 
I  am  satisfied  its  prevalence  is  an  evil,  and  worthy  of 
the  careful  consideration  of  teachers. 

By  the  foregoing  means  and  others  which  will  sug¬ 
gest  themselves  to  the  thoughtful  teacher’s  mind,  he 
can  arouse  the  interest  of  his  classes  so  that  study  will 
be  more  attractive  than  play.  For  this  object  every 
teacher  should  labor.  It  is  of  course  impossible  to  give 
specific  rules  to  meet  every  case  ;  it  is  not  desirable  to 
do  it.  The  teacher,  put  upon  the  track,  will  easily 
devise  his  own  expedients  ;  and  his  own,  be  it  remem¬ 
bered,  will  usually  he  found  the  best  for  him. 

As  a  motive  for  every  teacher  to  study  carefully  the 
art  of  teaching  well  at  the  recitation,  it  should  be  borne 
in  mind  that  then  and  there  he  comes  before  his  pupils 
in  a  peculiar  and  prominent  manner  ;  it  is  there  his  mind 


CONDUCTING  RECITATIONS. 


118 

The  teacher  makes  his  mark  at  recitation. 

comes  specially  in  contact  with  theirs,  and  there  that  he 
lays  in  them,  for  good  or  for  evil,  the  foundations  of 
their  mental  habits.  It  is  at  the  recitation  in  a  peculiar 
manner,  that  he  makes  his  mark  upon  their  minds  ;  and 
as  the  seal  upon  the  wax,  so  his  mental  character  uduu 
theirs  leaves  its  impress  behind  1 


EXCITING  INTEREST  IN  STUDY.  119 

A  great  question. — The  interest  in  study  an  abiding  one. 


CHAPTER  VIII. 

EXCITING  INTEREST  IN  STUDY. 

It  is  ever  an  interesting  question  to  the  teacher,  and 
one  which  he  should  consider  with  great  care— “  How 
can  I  excite  an  interest  among  my  pupils  in  their 
studies  ?”  The  intelligent  teacher  feels  that  this  is  the 
great  question  ;  for  he  foresees  that,  if  he  fails  here,  his 
difficulty  in  governing  his  school  will  be  very  much 
increased.  He  therefore  turns  his  attention  with  deep 
solicitude  to  the  motives  he  may  present,  and  the 
methods  he  may  employ  to  awaken  and  keep  alive  the 
interest  of  the  school. 

If  he  has  reflected  at  all  upon  the  subject,  he  has 
already  arrived  at  the  conviction,  that  it  is  necessary  for 
the  good  of  all  concerned  that  the  interest  awakened 
should  be  an  abiding  one  ;  that  it  should  not  only 
not  abate  during  the  term  of  school,  but  continue 
— nay,  grow  stronger  and  stronger — even  after  school¬ 
days  have  passed  away.  There  is  probably  no  greater 
mistake  in  education,  than  that  of  raising  in  school  an 
artificial  excitement,  which  may  aid  perhaps  in  securing 
better  recitations,  but  which  will  do  nothing  toward 
putting  the  mind  into  such  a  state,  that  it  will  press  on 


120  EXCITING  INTEREST  IN  STUDY 

A  common  mistake. — Emulation. — Perplexity. 

in  the  pursuit  of  knowledge  ever  after  the  living  teacher 
has  closed  his  labors. 

The  higher  principles  of  our  nature  being  aroused 
with  difficulty,  are  too  apt  to  be  neglected  by  the 
teacher,  and  thus  they  remain  in  their  original  feeble¬ 
ness  ;  while  he  contents  himself  with  appealing  to  our 
lower  characteristics, — thus  doing  a  lasting  injury  by 
unduly  cultivating  and  strengthening  them,  at  the 
same  time  that  he  awakens  after  all  but  a  temporary 
interest. 

In  view  of  the  importance  of  the  subject,  and  the 
difficulty  of  judging  aright  upon  it,  I  shall  make  no 
apology  for  devoting  a  few  pages  to  the  consideration  of 

SECTION  I.  — INCENTIVES  TO  STUDY— EMULATION. 

The  teacher  will  find  in  a  greater  or  less  degree,  in 
the  mind  of  every  child,  the  principle  of  Emulation. 
It  is  a  question  very  much  debated  of  late,  What  shall 
he  do  with  it?  Much  has  been  said  and  written  on  this 
question,  and  the  ablest  minds,  both  of  past  ages  and 
the  present,  have  given  us  their  conclusions  respecting 
it ;  and  it  often  increases  the  perplexity  of  the  young 
teacher  to  find  the  widest  difference  of  opinion  on 
this  subject  among  men  upon  whom  in  other  things  he 
would  confidingly  rely  for  guidance.  Why,  asks  he, 
why  is  this?  Is  there  no  such  thing  as  truth  in  this 
matter  ?  or  have  these  men  misunderstood  each  other  ? 
When  they  have  written  with  so  much  ability  and 
so  much  earnestness, — some  zealously  recommending 


EXCITING  INTEREST  IN  STUDY. 


121 


Experimenting. — Its  evil  consequences. 

emulation  as  a  safe  and  desirable  principle  to  be 
encouraged  in  the  young,  and  others  as  warmly  de¬ 
nouncing  it  as  altogether  unworthy  and  improper, — 
have  they  been  thinking  of  the  same  thing  ?  Thus 
perplexed  with  conflicting  opinions,  he  is  thrown  back 
upon  his  own  reflection  for  a  decision  ;  or  what  is  more 
common,  he  endeavors  to  find  the  truth  by  experimenting 
upon  his  pupils.  He  tries  one  course  for  one  term,  and 
a  different  one  the  next ;  repeats  both  during  the  third, 
and  still  finds  himself  unsettled  as  he  commences  the 
fourth.  Meantime  some  of  his  experiments  have  wrought 
out  a  lasting  injury  upon  the  minds  of  his  pupils  ;  for, 
if  every  teacher  must  settle  every  doubt  by  new  experi¬ 
ments  upon  his  classes,  the  progress  that  is  made  in 
the  science  and  art  of  teaching  must  be  at  the  untold 
expense  of  each  new  set  of  children  ; — just  as  if  the 
young  doctor  could  take  nothing  as  settled  by  the  ex¬ 
perience  of  his  predecessors,  but  must  try  over  again 
for  himself  the  effect  of  all  the  various  medical  agents, 
in  order  to  decide  whether  arsenic  does  corrode  the 
stomach  and  produce  death, — whether  cantharides  can 
be  best  applied  inwardly  or  outwardly, — whether  mer¬ 
cury  is  most  salutary  when  administered  in  ounces  or 
grains,  or  whether  repletion  or  abstinence  is  preferable 
in  a  fever  !  When  such  is  the  course  of  a  young  prac¬ 
titioner  in  a  community,  who  does  not  confidently  ex¬ 
pect  the  churchyard  soon  to  become  the  most  populous 
district,  and  the  sexton  to  be  the  most  thrifty  personage 
in  the  village,  unless  indeed  he  too  should  become  the 
subject  of  experiment  ? 


122  EXCITING  INTEREST  IN  STUDY. 

Two  senses. — Define  the  terms. — The  good  sense. 

But  is  there  not  a  good  sense  and  a  bad  sense, 
associated  with  the  term  Emulation  ;  — and  have  not 
these  eager  disputants  fallen  into  the  same  error,  in 
this  matter,  that  the  two  knights  committed,  when  they 
immolated  each  other  in  a  contest  about  the  question 
whether  a  shield  was  gold  or  silver,  when  each  had 
seen  but  one  side  of  it  ?  I  incline  to  the  opinion  that 
this  is  the  case, — and  that  those  who  wax  so  warm  in 
this  contest,  would  do  well  to  give  us  at  the  outset  a 
careful  definition  of  the  term  Emulation,  as  they 
intend  to  use  it.  This  would  perhaps  save  themselves 
a  great  deal  of  toil,  and  their  readers  a  great  deal  of 
perplexity. 

Now  it  seems  to  me  the  truth  on  this  question -lies 
within  a  nutshell.  1.  If  emulation  means  a  desire  for 
improvement ,  progress ,  growth , — an  ardent  wish  to 
rise  above  one’s  present  condition  or  attainments, — 
or  even  an  aspiration  to  attain,  to  eminence  in  the 
school  or  in  the  world,  it  is  a  laudable  motive.  This 
is  self- emulation.  It  presses  the  individual  on  to 
surpass  himself.  It  compares  his  present  condition 
with  what  he  would  be — with  what  he  ought  to  be  ; 
and  “  forgetting  those  things  which  are  behind,  and 
reaching  forth  unto  those  which  are  before,  he  presses 
towards  the  mark  for  the  prize.”  “  An  ardor  kindled 
by  the  praiseworthy  examples  of  others,  inciting  to 
imitate  them,  or  to  equal,  or  even  excel  them,  without 
the  desire  of  depressing  them,”*  is  the  sense  in  which 


*  Dr.  Webster. 


EXCITING  INTEREST  IN  STUDY.  123 

The  bad  sense. — Characteristics. — Ambition. 

the  apostle  uses  the  term  [Romans  xi.  14]  when  he 
says  :  “  If  by  any  means  I  may  provoke  to  emulation 
them  which  are  my  flesh,  and  might  save  some  of 
them.”  If  this  be  the  meaning  of  emulation,  it  is  every¬ 
way  a  worthy  principle  to  be  appealed  to  in  school. 
This  principle  exists  to  a  greater  or  less  extent  in  the 
mind  of  every  child,  and  may  very  safely  be  strength¬ 
ened  by  being  called  by  the  teacher  into  lively  exercise; 
provided  always,  that  the  eminence  is  sought  from  a 
desire  to  be  useful,  and  not  from  a  desire  of  self- 
glorification. 

2.  But  if  emulation,  on  the  other  hand,  means  a  desire 
of  surpassing  others ,  for  the  sake  of  surpassing  them ; 
if  it  be  a  disposition  that  will  cause  an  individual  to  be 
as  well  satisfied  with  the  highest  place,  whether  he  has 
risen  above  his  fellows  by  his  intrinsic  well-doing,  or 
they  have  fallen  below  him  by  their  neglect  ;  if  it  puts 
him  in  such  a  relation  to  others  that  their  failures  will 
be  as  gratifying  to  him  as  his  own  success ;  if  it  be  a 
principle  that  prompts  the  secret  wish  in  the  child  that 
others  may  miss  their  lessons,  in  order  to  give  him  an 
opportunity  to  gain  applause  by  a  contrast  with  their 
abasement, — then,  without  doubt  it  is  an  unworthy  and 
unholy  principle,  and  should  never  be  encouraged  or 
appealed  to  by  the  teacher.  It  has  no  similitude  to 
that  spirit  which  prompts  a  man  to  “  love  his  neighbor 
as  himself.”  It  has  none  of  that  generosity  which 
rejoices  in  the  success  of  others.  Carried  out  in 
after-life,  it  becomes  ambition ,  such  as  fired  the 
breast  of  a  Napoleon,  who  sought  a  throne  for  him- 


124 


EXCITING  INTEREST  IN  STUDY. 


The  two  views  of  emulation  compared. 

self,  though  he  waded  through  the  blood  of  millions  to 
obtain  it. 

It  is  to  this  principle  that  the  apostle,  before  quoted, 
alludes,  when  he  classes  emulation  with  the  “  works 
of  the  flesh,”  which  are  these  :  “  adultery,  fornication, 
uncleanness,  lasciviousness,  idolatry,  witchcraft,  hatred, 
variance,  Emulation,  wrath,  strife,  seditions,  &c., — of 
the  which  things,  I  tell  you  before,  as  I  have  told  you 
in  times  past,  that  they  which  do  such  things  shall  not 
inherit  the  kingdom  of  God.”  It  is  of  this  principle 
that  the  commentator,  Scott,  remarks  : — “  This  thirst 
for  human  applause  has  caused  more  horrible  violations 
of  the  law  of  love,  and  done  more  to  desolate  the  earth, 
than  even  the  grossest  sensuality  ever  did.” 

Thus  Emulation  is  a  term  which  indicates  a  very 
good  or  a  very  bad  thing,  according  to  the  definition 
we  give  it.  In  one  view  of  it,  the  warmest  aspirings 
to  rise  are  consistent  with  a  generous  wish  that  others 
may  rise  also.  It  is  even  compatible  with  a  heartfelt 
satisfaction  in  its  possessor,  at  the  progress  of  others, 
though  they  should  outstrip  him  in  his  upward  course. 
It  is  the  spirit  which  actuates  all  true  Christians,  as 
they  wend  their  way  heavenward,  rejoicing  the  more 
as  they  find  the  way  is  thronged  with  those  who  hope 
to  gain  an  immortal  crown. 

In  the  other  view  of  it,  we  see  men  actuated  by 
selfishness  mingled  with  pride,  inquiring,  in  the  spirit  of 
those  mentioned  in  scripture,  “Who  among  us  shall  be 
the  greatest  ?”  We  everywhere  see  men  violating  these 
sacred  injunctions  of  divine  wisdom  :  “  Let  no  man 


EXCITING  INTEREST  IN  STUDY. 


125 


The  teacher’s  duty. — Objections.— Answers. 

seek  his  own,  but  every  man  another’s  wealth.”  “  Let 
nothing  be  done  through  strife  or  vain-glory  ;  but  in 
lowliness  of  mind,  let  each  esteem  other  better  than 
themselves.” — “  In  honor  preferring  one  another.” 

If  such  be  the  true  pictures  of  emulation,  in  both 
the  good  and  the  bad  sense,  certainly  teachers  can¬ 
not  hesitate  a  moment  as  to  their  duty.  They  may 
appeal  to  the  principle  first  described, — cultivate  and 
strengthen  it ;  and  in  so  doing,  they  may  be  sure  they 
are  doing  a  good  work.  But  unless  they  intend  to 
violate  the  teachings  of  common  sense,  and  the  higher 
teachings  of  Christianity,  I  know  not  how  they  can 
appeal  to  the  principle  of  emulation  as  defined  in  the 
second  case. 

But  it  may  be  urged  that  the  teacher  will  find 
emulation,  even  in  this  latter  sense,  existing  in  human 
nature  ;  that  he  cannot  get  rid  of  it  if  he  will  ;  that 
it  will  be  one  of  the  most  active  principles  to  which 
he  can  resort  in  arousing  the  mind  to  exertion  ;  and, 
furthermore,  that  it  has  been  appealed  to  by  many  of 
the  most  eminent  teachers  time  out  of  mind. 

To  this  it  is  replied,  that  it  is  not  disputed  that  chil¬ 
dren  are  selfish ;  and  that  this  selfishness  may  indeed 
be  made  a  powerful  instrumentality  in  urging  them 
forward  to  the  attainment  of  a  temporary  end.  But 
does  the  existence  of  selfishness  prove  that  it  needs 
cultivation  in  the  human  character?  And  will  the  end, 
when  attained,  justify  the  means  ?  Is  the  end,  whatever 
it  may  be,  if  attained  at  such  a  cost,  a  blessing  to  be 


126  EXCITING  INTEREST  IN  STUDY. 

Further  objections.— Emulation  not  essential  to  success. 

desired  ?  Will  not  the  heart  suffer  more  than  the  head 
will  gain  ? 

It  may  be  further  urged,  that  the  child  will  find  the 
world  full  of  this  principle  when  he  leaves  the  school ; 
and  why,  it  is  asked,  should  he  at  school  be  thrown  into 
an  unnatural  position  ?  I  answer  that  evil  is  not  to  be 
overcome  by  making  evil  more  prevalent, — and  though 
there  may  be  too  much  of  self-seeking  in  the  world, 
that  is  the  very  reason  why  the  teacher  should  not 
encourage  its  growth'.  The  more  true  Christianity 
prevails  in  the  world,  the  less  there  will  be  of  that 
spirit  which  rejoices  at  another’s  halting ;  hence  I  am 
convinced  the  teacher  should  do  nothing  to  make  that 
spirit  more  prevalent. 

Nor  is  it  essential  to  the  progress  of  the  pupil  even 
temporarily,  since  there  are  other  and  worthier  princi¬ 
ples  which  can  be  as  successfully  called  into  action. 
If  we  look  carefully  at  the  expediency  of  thus  stimu¬ 
lating  the  mind,  we  find  that  after  the  first  trial  of 
strength,  many  become  disheartened  and  fall  behind  in 
despair.  It  will  soon  be  obvious,  in  a  class  of  twenty, 
who  are  the  few  that  will  be  likely  to  surpass  all  others; 
and  therefore  all  the  others,  as  a  matter  of  course,  fall 
back  into  envy,  perhaps  into  hopeless  indifference. 
Who  has  not  seen  this  in  a  class  in  spelling,  for  instance, 
where  the  strife  wTas  for  the  “head'”  of  the  class,  but 
where  all  but  two  or  three  were  quite  as  well  satisfied 
with  being  at  the  “foot  ?”  It  does  not  then  accomplish 
the  purpose  for  which  it  is  employed ;  and  since  those 
who  are  aroused  by  it,  are  even  more  injured  than 


EXCITING  INTEREST  IN  STUDY.  127 

The  conclusion. — Prizes. — Honest  investigation. 

those  who  are  indifferent,  their  undesirable  qualities 
being  thus  strengthened,  the  opinion  is  entertained 
that  those  teachers  are  the  most  wise,  who  bend  their 
ingenuity  to  find  some  other  means  to  awaken  the 
minds  of  the  children  under  their  charge. 

From  what  has  been  said,  then,  Emulation  is  to  be 
recognised  or  repudiated  among  the  incentives  of  the 
schoolroom,  according  to  the  signification  we  assign 
to  the  term. 

SECTION  II. — PRIZES. 

It  has  for  a  long  time  been  the  custom  of  teachers  to 
offer  some  prize  as  an  incentive  to  exertion  in  school ; 
a  prize  of  some  pecuniary  value,  a  book,  or  a  medal. 
In  some  places  beneficent  individuals  have  bestowed 
by  legacy  the  means  to  purchase  annually  the  prizes 
thus  to  be  used.  Every  young  teacher  is  called  upon, 
therefore,  to  inquire  whether  such  an  incentive  is  a 
proper  one  to  be  employed  in  the  schoolroom.  If 
there  is  any  good  to  be  expected  from  such  an  incen¬ 
tive,  will  it  counterbalance  the  evils  that  spring  from 
the  practice  ?  Will  the  good  of  the  whole  school  be 
promoted  by  such  a  measure, — and  will  this  be  a  per¬ 
manent  or  a  temporary  good  ?  These  are  questions 
which  press  for  an  honest  answer ;  and  the  faithful 
teacher  should  not  shrink  from  a  careful  investigation 
of  the  whole  matter ;  and  if  he  finds  good  reason  to 
differ  from  time-honored  authority,  he  should  abide  by 
the  truth  rather  than  by  prescriptive  usage. 

In  my  own  case,  I  may  be  allowed  to  say,  my  mind 


128 


EXCITING  INTEREST  IN  STUDY. 


Experience. — Its  result. — Reasons  assigned. 

was  early  turned  to  this  point ;  though,  I  confess,  with 
a  strong  bias  in  favor  of  the  use  of  prizes.  Pretty 
thoroughly  for  a  series  of  years  did  I  test  their  efficacy, 
but  with  a  growing  conviction,  that  the  prize  was  not 
the  proper  instrumentality  to  create  a  healthy  interest 
in  the  school.  This  conviction  acquired  additional 
strength  by  three  or  four  years’  trial  of  other  incentives  ; 
and  it  was  fully  confirmed  afterwards  by  a  trial  made 
for  the  purpose  of  testing  again  the  efficacy  of  a  prize, 
at  an  age  when  I.  could  more  carefully  watch  the 
workings  of  the  human  mind,  and  better  appreciate  the 
benefits  or  evils  resulting  from  such  a  measure.  I  am 
now  free  to  say  that  I  am  satisfied  that  'prizes  offered  to 
a  school  in  such  a  way  that  all  may  compete  for -them, 
and  only  two  or  three  obtain  them ,  will  always  be  pro¬ 
ductive  of  evil  consequences ,  far  overbalancing  any 
temporary  or  partial  good  that  may  arise  from  themy 
and  therefore  they  ought  not  to  be  used  as  incitements 
in  our  schools* 

Having  expressed  an  opinion  so  decidedly  upon  a 
measure  which  claims  among  its  friends  and  advocates 
some  of  the  best  minds  in  the  country,  I  shall  be 
expected  to  assign  some  reasons  for  the  faith  I  enter¬ 
tain.  From  this  I  shall  not  shrink.  I  proceed  there¬ 
fore  to  express  such  objections  to  the  use  of  prizes,  as 

*  It  may  be  well  to  remind  the  reader  that  I  have  used  the  term  Prizes 
here  in  contradistinction  from  a  system  of  Rewards,  by  which  the  teacher 
proposes  to  give  some  token  of  his  regard  to  every  one  who  does  well, — and 
the  more  brilliant  success  of  a  few  does  not  necessarily  preclude  others  from 
participating  in  the  favor  according  to  their  merit.  Of  such  a  system  of 
Rewards  I  shall  have  something  to  say  presently. 


EXCITING  INTEREST  IN  STUDY.  129 

Prize  becomes  the  leading  motive. — Engenders  rivalry. 

have  been  suggested  to  my  mind  by  my  own  experi¬ 
ence,  and  confirmed  by  the  experience  and  observation 
of  others  in  whom  I  have  great  confidence. 

I.  The  offer  of  a  prize  gives  undue  prominence 
to  a  comparatively  unworthy  object.  It  practically 
teaches  the  child  to  undervalue  the  higher  reward  of  a 
good  conscience,  and  a  love  of  learning  for  its  own 
sake.  The  dazzling  medal  is  placed  in  the  foreground 
of  his  field  of  vision  ;  and  it  is  very  likely  to  eclipse 
those  less  showy  but  more  abiding  rewards  found  in  a 
sense  of  duty  and  a  desire  to  be  qualified  for  usefulness. 
In  studying  his  lesson  he  thinks  of  the  prize.  He 
studies  that  he  may  merely  recite  well  ;  for  it  is  a 
good  recitation  that  wins  the  prize.  He  thinks  not  of 
duty,  or  of  future  usefulness ;  the  prize  outshines  all 
other  objects. 

II.  The  pursuit  of  a  prize  engenders  a  spirit  of 
rivalry  among  the  pupils.  Rivalry  in  pursuit  of  an 
object  which  only  one  can  attain,  and  which  all  others 
must  lose,  must  end  in  exultation  on  the  part  of  the 
winner,  and  disappointment  and  envy  on  the  part  of  the 
losers.  It  may  be  said,  this  ought  not  to  be  so ;  but 
seldom  can  it  be  said,  that  it  is  not  so.  Such  is  human 
nature,  and  such  it  ever  will  be.  Unpleasant  feelings — 
sometimes  concealed,  to  be  sure — but  generally  ex¬ 
pressed  in  unequivocal  terms — grow  out  of  the  award 
of  almost  every  school  prize,  and  sometimes  continue 
to  exert  their  baleful  influence  through  life.  Now  as 
long  as  human  nature  brings  forth  unlovely  traits  almost 

spontaneously,  such  direct  efforts  to  cultivate  them 

9 


130  EXCITING  INTEREST  IN  STUDY. 

The  few  only  are  stimulated. — Exceptions. — In  spite  of  the  system. 

surely  are  not  called  for.  It  is  the  part  of  wisdom, 
then,  to  omit  such  culture  and  avoid  such  results,  espe¬ 
cially  when  safer  means  are  so  accessible. 

III.  The  hope  of  gaining  the  prize  stimulates  only 
the  few,  while  the  many  become  indifferent.  This  is 
admitted  to  be  true  even  by  the  advocates  of  the  prize 
system.  Let  a  prize  be  offered  in  any  class  as  a  reward 
for  the  best  scholarship,  and  in  a  very  few  days  it  be¬ 
comes  perfectly  obvious  to  all  who  the  two  or  three 
are  that  will  be  likely  to  outstrip  all  the  others.  These 
two  or  three  will  be  stimulated  to  exertion  ;  but  the 
strife  is  left  entirely  to  them.  All  others,  despairing  of 
success,  resolve  at  once  to  “  let  their  moderation  be 
known  to  all  men  and  since  the  prize  has  been  made 
so  prominent  an  object,  they  cannot  be  expected  now  to 
look  at  any  thing  above  and  beyond  it.  Feeling  that 
they  are  not  likely  to  participate  in  the  honors  of  the 
class,  they  have  but  little  disposition  to  share  in  its 
toils. 

This  to  be  sure  is  not  always  so.  There  are 
some,  who,  ceasing  to  strive  for  the  prize,  toil  for  the 
more  substantial  blessing — a  good  education, — and  in 
the  end  come  out  the  best  scholars.  This  is  the  way 
indeed  most  of  our  strong  men  are  made  ;  for  it  has 
long  been  remarked  that  the  prize  scholars  in  our 
schools,  and  even  in  our  colleges,  do  not  usually  be¬ 
come  the  most  distinguished  men.  On  the  other  hand, 
many  of  them  are  never  heard  of  after  receiving  their 
honors.  But,  though  some  of  the  slower  scholars  do 
thus  hit  upon  the  true  path  to  eminence,  it  is  not  to  be 


EXCITING  INTEREST  IN  STUDY.  131 

Why  prize  scholars  finally  fail.— The  teacher  should  reach  all. 

set  to  the  credit  of  the  system  ;  they  rise  in  spite  of 
the  system  rather  than  by  virtue  of  it ;  while  the  ulti¬ 
mate  failure  of  the  prize  scholars  is  usually  directly 
attributable  to  the  defect  of  the  system  ;  for  having 
been  unduly  stimulated  to  study  solely  with  reference 
to  recitation ,  and  not  with  regard  to  future  usefulness, 
their  memories  have  been  developed  out  of  all  propor¬ 
tion  to  the  other  faculties  of  their  minds  ;  and,  though 
they  may  have  been  very  good  reciters,  they  have  no 
power  to  become  independent  thinkers.  Under  differ¬ 
ent  training  they  might  have  become  strong  men. 

But  to  look  no  further  than  the  school,  the  remark 
holds  true  in  general,  that  prizes  stimulate  the  few,  and 
the  many  become  indifferent  not  only  to  prizes,  but  to 
other  and  better  motives.  That  system  of  incentives 
only  can  be  approved,  which  reaches  and  influences 
successfully  all  the  mind  subjected  to  its  operation. 

Nor  is  this  an  unimportant  consideration.  It  is  not 
sufficient  praise  for  a  teacher  that  he  has  a  few  good 
scholars  in  his  school.  Almost  any  teacher  can  call 
out  the  talent  of  the  active  scholars  and  make  them 
brilliant  reciters.  The  highest  merit,  however,  lies 
in  reaching  all  the  pupils,  the  dull  as  well  as  the 
active,  and  in  making  the  most  of  them,  or  rather  in 
leading  them  to  make  the  most  of  themselves.  It 
should  be  remembered  of  every  child,  that  the  present 
is  his  only  opportunity  of  being  a  child,  and  of  receiv¬ 
ing  the  training  appropriate  to  childhood  ;  and  that 
teacher  who  rests  satisfied  with  a  system  that  does  not 
reach  the  many,  while  he  amuses  himself  and  his  visit- 


132  EXCITING  INTEREST  IN  STUDY. 

Difficulty  in  awarding  the  prize.— Judges  disagree. — A  fact. 

ors  with  the  precocity  of  a  few  of  his  most  active 
scholars,  is  recreant  to  his  responsible  trust. 

IV.  There  is  much  difficulty  in  awarding  the  prize 
so  as  to  do  strict  justice  to  all.  So  many  things  are  to 
be  taken  into  the  account  in  order  to  determine  the 
excellence  of  a  performance  compared  with  others,  that 
some  particulars  are  very  likely  to  be  overlooked. 
Those  who  are  called  to  judge  of  the  results  often  dis¬ 
agree  among  themselves.  The  following  anecdote  will 
illustrate  this.  Three  literary  gentlemen  were  appoint¬ 
ed  to  select  the  best  from  several  compositions,  pre¬ 
sented  by  a  class,  who  had  written  them  in  competition 
for  a  gold  medal.  Each  of  the  gentlemen  carefully 
read  the  whole  number  in  private,  and  conscientiously 
selected  the  best  according  to  his  judgment.  When 
they  came  together  to  compare  results,  it  was  found 
that  each  man  had  selected  the  best ,  but  that  no  two 
had  selected  the  same  !  They  carefully  read  and  com¬ 
pared  the  three,  and  still  each  insisted  that  his  original 
choice  was  the  best.  After  much  debate  and  consid¬ 
erable  delay,  one  of  the  parties  being  obliged  to  go  to 
his  business,  relieved  himself  from  a  painful  detention, 
and  his  friends  from  a  perplexing  doubt,  by  saying  he 
believed  the  composition  he  had  selected  was  the  bestt 
but,  as  he  could  not  stop  to  claim  its  rights,  he  would 
yield  them  in  favor  of  the  second  best  in  the  hands  of 
one  of  his  associates.  This  ended  the  dispute,  and 
the  action  in  favor  of  the  successful  one,  was  declared 
to  be  unanimous  ! 

This  only  proves  how  difficult  it  is  to  decide  ;  and 


v 


EXCITING  INTEREST  IN  STUDY.  133 

The  parties  dissatisfied. — Various  external  aids :  exemplified. 

in  the  case  just  cited,  it  might  well  be  asked,  why 
should  one  of  these  competitors  be  held  up  to  the  mul¬ 
titude  to  be  applauded  and  admired,  and  the  others  sent 
back  to  their  classes  covered  with  the  shame  of  a  failure  ? 
What  principle  of  justice  sanctioned  this  decision  ? 

Nor  is  this  a  solitary  instance.  It  rarely  happens 
that  the  case  is  perfectly  clear.  There  is  usually 
much  perplexity  about  it ;  and  hence  one  reason 
why  the  decision  seldom  satisfies  the  friends  of  the 
parties  either  in  the  school  or  at  home.  But  other 
considerations  besides  the  intrinsic  merits  of  the  per 
formance  are  to  be  taken  into  account  in  awarding  a 
prize  ;  as, 

1 .  A  difference  in  the  external  facilities  which  the 
competitors  enjoy  for  getting  the  lessons.  One  pupil 
may  be  the  son  of  poverty,  and  be  compelled  to  labor 
during  all  the  hours  out  of  school ;  another  may  be  in 
easy  circumstances,  and  have  nothing  to  prevent  giving 
undivided  attention  to  study  during  the  whole  day. 
One  may  be  the  child  of  parents  who  have  no  power  to 
render  assistance  by  way  of  explaining  a  difficult  point ; 
while  the  other  may  have  all  his  doubts  removed  at 
once  by  parental  aid.  One  may  never  even  be  encour¬ 
aged  by  a  kind  word  at  home ;  another  is  constantly 
urged  to  effort,  and  perhaps  not  allowed  to  be  idle. 
One  may  have  access  to  no  books  but  his  school- 
manuals  ;  the  other  may  have  at  his  command  a  large 
library.  This  difference  in  circumstances  should  be 
taken  into  the  account ;  but  it  never  can  be  fully  un¬ 
derstood  by  those  who  are  called  to  decide. 


134  EXCITING  INTEREST  IN  STUDY. 

Improper  means  used. — An  “  authoress  !” 

2.  The  improper  means  which  may  have  been  em 
ployed  to  secure  the  prize.  Ambition  when  aroused  is 
not  always  scrupulous  of  its  means.  One  competitor 
may  be  highminded ;  may  enter  the  arena  determined 
to  succeed  by  an  honorable  strife ;  may  resolve  1° 
succeed  by  his  own  exertions,  or  to  fail  rather  than 
bring  in  any  thing  which  is  not  the  fruit  of  his  own 
study.  Another,  regardless  of  honor  or  principle,  re¬ 
solves  only  to  succeed ,  whatever  it  may  cost ;  hesitates 
not  to  copy  from  others  if  possible,  or  to  apply  to  a 
brother  in  college  or  some  friend  in  the  High  School  to 
furnish  the  difficult  solution,  prepared  to  order.  One 
young  lady  spends  days  and  nights  in  arranging  the 
glowing  thoughts  for  her  composition,  determined  if 
industry,  study,  good  taste,  and  a  careful  application 
of  the  rules  of  rhetoric  can  effect  any  thing,  that  her 
production  shall  be  worthy  of  a  prize.  Another,  in 
no  way  distinguished  for  scholarship,  industry,  or  honor, 
writes  a  careless  letter  to  a  married  sister  in  a  distant 
city,  invoking  her  aid.  In  due  time  the  mail  brings  an 
elegant  essay.  It  is  copied  with  sufficient  accuracy  to 
be  read,  and  at  the  examination  takes  the  prize  !  The 
fair  ‘  authoress'  stands  forth  and  is  flattered  before  the 
multitude, — is  perhaps  made  to  believe  that  she  is 
worthy  of  praise  ;  she  grasps  the  golden  bauble,  and, 
covered  with  the  blushes  of  modesty,  receives  the  con¬ 
gratulations  and  caresses  of  friends,  and  is  afterwards 
reputed  a  good  scholar.  Her  competitors  meantime 
become  convinced  that  effort  cannot  rival  genius ;  they 
are  mortified  to  think  they  have  presumed  to  enter  the 


EXCITING  INTEREST  IN  STUDY.  135 

Abuses. — System  unsafe. — Success  overrated. 

arena  with  native  talent,  and  become  disheartened  as  to 
any  future  attempt. 

Now  where  is  the  justice  in  all  this  proceeding? 
Yet  this  is  not  fiction  ;  it  is  history  !  If  such  abuses — 
abuses  that  might  well  make  an  angel  weep,  revealing, 
as  they  do,  that  woman’s  heart  can  be  thus  sold  to 
deception — are  the  accompaniments  of  a  prize  system, 
may  we  not  well  doubt  the  utility  of  that  system  ? 

Yet  who  can  know  either  the  different  facilities 
enjoyed  by  the  competitors,  or  the  want  of  principle  in 
some  of  them  ?  Who  can  enter  the  secret  chambers 
of  the  mind  or  the  heart,  and  estimate  with  any  accu¬ 
racy  the  just  amount  of  merit  in  any  action  ?  This  is 
God’s  prerogative  ;  while  “  man  looketh  only  on  the 
outward  appearance.”  My  inference  then  is :  A  sys¬ 
tem  can  hardly  he  safe  which  is  so  uncertain. 

V.  The  prize  rewards  success,  not  effort  ;  tal¬ 
ent,  not  worth.  Every  one  knows  that  in  estimating 
the  value  and  virtue  of  an  action,  the  motive  which 
prompted  it,  and  the  effort  it  necessarily  cost,  should 
be  taken  into  the  account.  Every  one  knows,  too,  that 
success  in  study  is  by  no  means  a  criterion  by  which  to 
judge  of  the  merits  of  the  scholar.  Some  learn  their 
lessons  with  great  facility  and  with  but  little  effort ; 
others  study  long  and  patiently  without  any  brilliant 
results.  One  competitor  for  a  prize  may  bring  results 
which  have  cost  him  midnight  toil  and  the  most  unre- 
miuing  perseverance  ;  another  with  brighter  parts,  and 
with  but  little  labor,  is  able  to  surpass  him,  and  takes 
the  medal.  Now  the  former  deserves  in  a  far  higher 


136  EXCITING  INTEREST  IN  STUDY. 

But  God  rewards. — How  ? — Studying  for  a  prize  only. 

degree  the  encouragement  of  the  reward  ;  yet  it  is  given 
to  him  who  has  the  talent  but  who  lacks  the  industry. 
The  rule  of  Scripture  which  announces  that  “  to  whom 
much  is  given,  of  him  shall  much  be  required ,”  is 
violated,  and  he  is  rewarded  for  producing  but  little 
more  than  the  one  to  whom  little  is  given. 

It  is  often  urged  by  those  who  advocate  a  system  of 
prizes  and  rewards,  that  God  rewards ;  and  therefore 
ft  is  at  least  justifiable  that  we  should  imitate  his  ex¬ 
ample.  I  admit  that  God,  in  his  government,  does 
reward  ;  but  he  rewards  effort  rather  than  success ;  he 
“  looketh  upon  the  heart”  as  man  cannot  do,  and  re¬ 
wards  worth,  not  talent.  We  might,  indeed,  imitate 
his  example,  if  we  had  less  frailty,  and  were  not  so 
liable  to  be  imposed  upon  by  the  outward  appearance. 
God  indeed  rewards  men  ;  but  he  estimates  the  secret 
intention,  seeing  the  inward  springs  of  thought  before 
they  find  expression  in  words  or  actions.  He  regards 
the  motive,  and  holds  out  for  the  encouragement  of  the 
humblest  child  of  earth,  who  does  the  best  he  can,  as 
rich  a  crown  of  glory,  as  he  does  for  those  whose  out¬ 
ward  circumstances,  in  the  eyes  of  mortals,  are  more 
auspicious.  When  man  can  as  wisely  and  as  righte¬ 
ously  bestow  his  prizes  and  rewards,  there  will  be 
far  less  objection  to  their  use. 

VI.  The  pupil  who  studies  for  a  prize  as  his  chief 
motive,  will  seldom  continue  to  study  when  the  prize  is 
withdrawn.  This  is  so  obvious  as  scarcely  to  need 
illustration.  If  it  be  necessary  to  add  any  thing  to  the 
mere  statement  of  the  fact,  an  appeal  to  almost  univer- 


EXCITING  INTEREST  IN  STUDY.  137 

Argument  perverted. — “  He  is  studying  for  the  prize.” 

sal  experience  would  confirm  it.  A  teacher  who  has 
depended  upon  prizes  in  a  school,  finds  it  very  difficult 
to  awaken  an  interest  there  when  he  withdraws  the 
prize.  Hence  many  have,  on  trying  the  experiment  of 
abandoning  the  prize  system,  become  discouraged,  and 
have  returned  again  to  the  use  of  prizes,  believing  them 
essential  to  their  success.  Thus  the  very  argument 
which  shows  most  clearly  their  pernicious  tendency,  is 
made  a  reason  for  continuing  them.  As  before  hinted, 
the  prize  scholars  in  our  academies,  and  even  our  col¬ 
leges,  are  seldom  distinguished  men  in  after-life, — a  fact 
that  speaks  conclusively  on  this  point.  But  it  can 
scarcely  be  necessary  to  spend  words  to  prove  a  truth 
almost  self-evident. 

VII.  By  the  prize  system ,  the  influence  of  the  good 
example  of  some  of  the  best  pupils ,  is  lost  upon  the 
school.  All  who  have  taught,  know  how  important 
this  influence  is  to  the  success  of  the  school.  It 
tells  with  resistless  power  upon  the  other  scholars, 
wherever  it  exists,  unless  some  unworthy  motive  can 
be  assigned  for  it.  But  under  the  prize  system,  let 
a  teacher  appeal  to  the  example  of  his  best  scholars, 
and  the  reply  is,  “  Oh,  yes,  he  behaves  well,  or  he 
studies  diligentjy,  but  he  is  trying  to  get  the  prize.” 
With  this  understanding,  his  example  becomes  pow¬ 
erless,  unless,  indeed,  there  may  be  a  disposition  to 
be  unlike  him  in  every  thing.  It  is  believed  this  is 
a  consideration  of  considerable  importance. 

I  have  thus  assigned,  at  some  length,  the  reasons 
jvhy  I  should  discountenance,  among  the  incentives 


I 

138  EXCITING  INTEREST  IN  STUDY. 

System  of  rewards. — Not  necessary. — Why  not  ? 

of  the  school,  the  use  of  Prizes.  As  to  the  use  of 
“  Rewards ,”  when  they  are  made  so  numerous  that 
every  one  who  is  really  deserving  may  receive  one, — 
and  when  the  basis  of  their  distribution  is  not  talent, 
not  success  merely,  but  good  intention  and  praise¬ 
worthy  effort, — I  have  much  less  to  say.  As  expres¬ 
sions  of  the  teacher’s  interest  in  the  children,  and 
of  his  approval  of  their  well-doing,  they  may  serve  a 
good  end.  Perhaps  there  is  no  very  strong  objection 
to  them  in  principle  ;  though  if  the  teacher  subjects 
himself  to  the  necessary  outlay  in  the  purchase  of 
them,  it  may  become  burdensome  to  him.  I  may 
add,  however,  that  I  do  not  think  rewards  are  ne 
cessary  to  the  teacher’s  success.  I  should  prefer  to 
do  without  them.  It  is  possible  to  produce  such 
a  feeling  in  the  schoolroom,  that  the  approving  con¬ 
science  of  the  child,  and  the  commendatory  smile  of 
the  teacher,  shall  be  the  richest  of  all  rewards. 
These  come  without  money  and  without  price,  and 
may  always  be  freely  and  safely  bestowed,  wherever 
there  is  a  good  intention  exhibited  by  the  child.  That 
is  the  most  healthy  state  of  things  where  these  are 
most  prized.  As  children  whose  parents  begin  early 
to  hire  them  to  do  their  duty,  are  seldom  ready  after¬ 
wards  to  render  their  cheerful  service  as  an  act  of 
filial  obligation,  whenever  the  pay  is  withheld, — sc 
children  at  school,  who  have  been  accustomed  to 
expect  a  reward,  seldom  pursue  their  studies  as 
cheerfully  when  that  expectation  is  cut  off. 


EXCITING  INTEREST  IN  STUDY.  139 

Safe  incentives. — Approbation  of  friends. 


SECTION  III. -PROPER  INCENTIVES. 

In  what  has  already  been  said,  it  has  been  more 
than  hinted  that  there  are  higher  attributes  than  emu¬ 
lation,  which  the  teacher  should  address,  and  which, 
if  he  is  successful  in  calling  them  into  exercise,  will 
be  quite  sufficient  to  ensure  the  proper  application  of 
his  pupils  to  their  studies.  They  have  the  merit, 
moreover,  of  being  safe.  They  do  not  unduly  stim¬ 
ulate  the  intellectual,  at  the  expense  of  the  moral 
faculties.  Their  very  exercise  constitutes  a  healthy 
growth  of  the  moral  nature.  Some  of  these  I  may 
briefly  allude  to. 

I.  A  DESIRE  TO  GAIN  THE  APPROBATION  OF  THEIR 

parents  and  teacher.  The  love  of  approbation  is 
as  universal  in  the  human  mind  as  emulation.  Not 
one  in  a  thousand  can  be  found  who  does  not  possess  it. 
Within  proper  limits,  it  is  a  desirable  trait  in  human 
character.  It  is,  to  be  sure,  one  of  the  selfish  propen¬ 
sities  ;  but  among  them  all,  it  is  the  most  innocent. 
Carried  to  an  extreme,  it  would  lead  its  possessor  to 
crave  the  good  opinion  of  the  bad  as  well  as  of  the 
good,  and  to  become  an  obsequious  seeker  after 
popularity.  This,  of  course,  is  to  be  deprecated. 
But  there  can  be  no  danger  of  this  extreme,  as  long 
as  the  approbation  of  parens  and  teachers  is  the 
object  aimed  at.  It  implies  in  the  child  a  respect  for 
the  opinions,  and  a  confidence  in  the  justice  of  his 
parents  and  teachers  ;  and  hence  it  implies  in  him  a 


140  EXCITING  INTEREST  IN  STUDY. 

“  Twice  blest.”— Desire  to  advance,— to  be  useful. 

generous  desire  to  please,  as  a  condition  of  being 
commended  by  them. 

In  this  sense,  the  love  of  approbation  may  be 
appealed  to  by  the  teacher.  He  perhaps  need  not 
frequently  use  the  language  of  praise.  It  will  gen¬ 
erally  be  sufficient,  if  the  smile  of  approval  beams 
forth  in  his  countenance.  If  he  is  judicious  as  well 
as  just,  this  boon  soon  becomes  a  precious  one  to 
the  child.  It  is  a  reward,  moreover,  which 

“  is  twice  blest ; 

It  blesseth  him  who  gives  and  him  who  takes.” 

II.  A  desire  of  advancement.  This  is  emula¬ 
tion  in  its  good  sense.  It  leads  the  child,  as  befote 
remarked,  to  compare  his  present  standing  and  attain¬ 
ments  with  what  they  should  be,  and  to  desire  to 
surpass  himself.  This  is  ever  commendable.  Man 
was  made  for  progress  ;  and  it  is  no  unworthy  aspi¬ 
ration,  when  this  desire  fires  the  youthful  breast. 
The  teacher,  then,  may  appeal  to  this  desire,  may 
kindle  it  into  a.  flame  even,  with  safety, — because  it 
is  a  flame  that  warms  without  consuming  that  on  which 
it  feeds. 

III.  A  desire  to  be  useful.  The  good  teacher 
should  never  fail  to  impress  upon  the  child  that  the 
object  of  his  being  placed  on  earth,  was  that  he  might 
be  of  some  use  to  the  world  by  which  he  is  surrounded. 
“  No  man  liveth  to  himself,  and  no  man  dieth  to  him¬ 
self.”  He  can  be  thus  useful  by  storing  the  mind  with 
knowledge  and  the  heart  with  right  affections.  He 


EXCITING  INTERES  IN  STUDY.  141 

Future  application  of  knowledge. — Desire  to  do  right. 

may  be  reminded  of  the  connection  between  his  present 
studies,  and  the  pursuits  of  life  to  which  they  may  be 
applied.  Some  judicious  hint  at  the  future  application 
of  any  branch  is  always  a  good  preparation  of  the  mind 
to  pursue  it.  If  there  is  a  definite  object  in  view,  there 
will  always  be  more  alacrity  in  the  labor  of  study  ;  and 
this  may  be  made  to  influence  the  young  pupil  as  well 
as  the  more  advanced.  It  is  no  small  thing  for  the 
child  if  he  can  be  early  made  to  feel  that  he  is  living  to 
some  purpose. 

IV.  A  desire  to  do  right.  This,  in  other  words, 
is  a  disposition  to  obey  conscience  by  conforming  to 
the  will  of  God.  This  indeed  is  the  highest  and  holi¬ 
est  of  all  the  motives  to  human  action.  In  its  fullest 
sense  it  constitutes  the  fundamental  principle  of  a  reli¬ 
gious  character.  The  teacher  should  most  assiduously 
cultivate  in  the  child  a  regard  for  this  principle.  God 
has  implanted  the  conscience  in  every  child  of  earth, 
that  it  should  early  be  made  use  of  to  regulate  the  con¬ 
duct.  That  teacher  is  either  grossly  ignorant  or  madly 
perverse,  who  disregards  the  conscience,  while  he  ap¬ 
peals  alone  to  the  selfishness  of  the  young,  and  thus 
practically  teaches  that  moral  obligation  is  a  nullity  ; 
that  the  law  of  God — so  beautifully  expounded  by  the 
Saviour — “  Thou  shalt  love  the  Lord  thy  God  with  all 
thy  heart,  and  with  all  thy  soul,  and  with  all  thy  mind,” 
and  “  Thou  shalt  love  thy  neighbor  as  thyself” — is 
of  little  consequence  ;  and  that  the  injunction  of  the 
apostle — “  Whether  ye  eat  or  drink,  or  whatsoever  ye 
do,  do  all  to  the  glory  of  God,”  is  as  good  as  obsolete. 


142  EXCITING  INTEREST  IN  STUDY. 

Conscience  active  in  childhood. — Sense  of  obligation. 

In  early  childhood  the  conscience  is  most  active.  It 
needs,  to  be  sure,  at  that  period  to  be  enlightened  ;  but 
if  the  teachings  of  Revelation  are  made  plain  to  the 
child,  he  seldom  disregards  them.  The  teacher  has  at 
this  period  very  much  to  do,  as  I  have  before  said  in 
the  chapter  on  Responsibility  of  Teachers ;  and  he 
cannot  neglect  his  duty  without  the  most  aggravated 
culpability.  The  point  I  urge  here,  is,  that  he  should 
use  these  motives  as  incentives  to  study.  The  child 
can  be  made  to  feel  that  he  owes  the  most  diligent 
efforts  for  improvement  to  his  teacher,  who  daily  labors 
for  his  improvement ;  to  his  parents,  who  have  kindly 
supplied  his  wants,  and  have  provided  the  means  for  his 
cultivation  ;  to  society,  whose  privileges  he  may  enjoy, 
and  to  which  he  is  bound  to  make  a  return  by  becom¬ 
ing  an  intelligent  and  useful  member  of  it ;  to  himself, 
as  a  rational  and  immortal  being,  capable  of  unbounded 
enjoyment  or  untold  misery,  just  in  proportion  as  he  pre¬ 
pares  himself  for  either  ;  and  above  all  to  his  Creator, 
by  whose  bounty  he  lives,  surrounded  with  friends  and 
blessed  with  opportunities,  which  are  denied  to  millions 
of  his  fellow-beings, — by  whose  gracious  providence  he 
has  been  endowed  with  faculties  and  capabilities  making 
him  but  little  lower  than  the  angels,  and  which  he  is 
bound  to  cultivate  for  usefulness  and  for  heaven, — by 
whose  mercy  he  has  been  supplied,  as  millions  have  not, 
with  the  word  of  God,  to  guide  his  mind  to  things  above, 
and  with  the  influences  of  Christian  society,  to  cheer 
him  in  his  path  to  heaven  ; — above  all,  I  repeat,  should 
the  child  be  taught  to  feel  that  he  owes  to  God  his  best 


EXCITING  INTEREST  IN  STUDY.  143 

The  pleasure  of  acquisition. — Acquirements  of  three  years. 

efforts  to  make  the  most  of  all  his  powers  for  time  and 
eternity.  If  this  can  be  done,  (and  I  believe  to  a  great 
extent  it  can  be  done,)  there  will  be  no  need  of  a  resort 
to  those  questionable  incentives  found  in  exciting  chil¬ 
dren  to  outstrip  their  fellows  by  prizes  and  rewards  ; 
while  in  this  very  process  the  foundation  of  a  good 
moral  training  will  be  laid,  without  which  the  perfect 
structure  of  a  noble  character  can  never  be  reared  in 
later  life. 

To  the  motives  already  alluded  to,  if  it  be  necessary 
to  add  another,  I  would  urge, 

V.  The  pleasure  of  acquisition.  This  is  often 
underrated  by  teachers.  Our  Creator  has  not  more 
universally  bestowed  a  natural  appetite  for  the  food 
which  is  necessary  for  the  growth  of  the  body,  than  he 
has  a  mental  longing  for  the  food  of  the  mind  ;  and  as 
he  has  superadded  a  sensation  of  pleasure  to  the  neces¬ 
sary  act  of  eating,  so  he  has  made  it  a  law  of  the  mind 
to  experience  its  highest  delight  while  in  the  act  of  re¬ 
ceiving  the  mental  aliment.  Whoever  has  observed 
childhood  with  an  attentive  eye,  must  have  been  im¬ 
pressed  with  the  wisdom  of  God  in  this  arrangement. 
Iiow  much  tbe  child  acquires  within  the  first  three 
years  after  its  birth  !  He  learns  a  difficult  language 
with  more  precision  than  a  well-educated  adult  for¬ 
eigner  could  learn  it  in  the  same  time  ;  yet  language  is 
not  his  only  or  his  chief  study.  During  these  same 
three  years,  he  makes  surprising  advances  in  general 
knowledge.  He  seeks  an  intimate  acquaintance  with 
all  the  physical  objects  by  which  he  is  surrounded. 


144  EXCITING  INTEREST  IN  STUDY. 

Mr.  Mann  quoted. — The  blind  and  the  dumb. 

The  size,  form,  color,  weight,  temperature,  and  use  of 
each  are  investigated  by  the  test  of  his  own  senses,  or 
ascertained  by  innumerable  inquiries.  His  ideas  of 
height  and  distance,  of  light  and  heat,  of  motion  and 
velocity,  of  cause  and  effect,  are  all  well  defined.  He 
has  made  no  mean  attainments  in  morals.  He  com 
prehends  the  law  of  right  and  wrong  so  that  his  deci 
sions  may  well  put  to  the  blush  his  superiors  in  age  ; 
and  unless  grossly  neglected,  he  has  learned  the  duty 
of  obedience  to  parents  and  reverence  towards  God. 
Now  all  this  amazing  progress  has  been  made,  because 
of  the  irrepressible  curiosity  with  which  God  has  en¬ 
dowed  him,  and  the  unspeakable  delight  he  experiences 
in  acquiring  the  knowledge  which  gratifies  it. 

All  must  have  noticed  the  delight  with  which  the 
child  grasps  a  new  idea  ;  but  few  have  been  able  so 
eloquently  to  describe  it,  as  it  is  done  by  Mr.  Mann. 
“  Mark  a  child,”  says  he,  “  when  a  clear,  well-defined, 
vivid  conception  seizes  it.  The  whole  nervous  tissue 
vibrates.  Every  muscle  leaps.  Every  joint  plays. 
The  face  becomes  auroral.  The  spirit  flashes  through 
the  body  like  lightning  through  a  cloud.” 

“  Observe,  too,  the  blind,  the  deaf,  and  the  dumb. 
So  strong  is  their  inborn  desire  for  knowledge, — such 
are  the  amazing  attractive  forces  of  their  minds  for  it, 
that  although  the  natural  inlets,  the  eye.  and  the  ear,  are 
closed,  yet  they  will  draw  it  inward,  through  the  solid 
walls  and  encasements  of  the  body.  If  the  eye  be  cur¬ 
tained  with  darkness,  it  will  enter  through  the  ear.  If 
the  ear  be  closed  in  silence,  it  will  ascend  along  the 


EXCITING  INTEREST  IN  STUDY.  145 

This  pleasure  abates  in  after  life. — Mind  may  be  surfeited. 

nerves  of  touch.  Every  new  idea  that  enters  into  the 
presence  of  the  sovereign  mind,  carries  offerings  of 
delight  with  it,  to  make  its  coming  welcome.  Indeed, 
our  Maker  created  us  in  blank  ignorance,  for  the  very 
purpose  of  giving  us  the  boundless,  endless  pleasure 
of  learning  new  things.” 

It  is,  of  course,  not  to  be  expected  that  the  same 
degree  of  pleasure  will  attend  the  learner  in  every 
acquisition  as  the  novelty  diminishes,  and  as  he  ad¬ 
vances  in  age.  The  bodily  appetite  is  less  keen  in 
after  life  than  in  childhood,  so  that  the  adult  may  never 
realize  again  to  the  full  extent  the  delicious  flavors 
which  regaled  him  in  his  earliest  years.  Still  there 
will  ever  be  a  delight  in  acquisition ;  and  to  carry  our 
illustration  a  little  further, — as  the  child  is  soonest 
cloyed  whose  stomach  is  surfeited  with  dainties,  and 
stimulated  with  condiments,  and  pampered  with  sweet¬ 
meats,  till  his  taste  has  lost  its  acumen  and  digestion 
becomes  a  burden  ;  so  the  mental  appetite  is  soonest 
destroyed,  when,  under  the  unskillful  teacher,  it  is 
overloaded  with  what  it  can  neither  digest  nor  dis¬ 
gorge.  The  mind  may  be  surfeited;  and  then  no 
wonder  if  it  loaths  even  the  wholesome  aliment.  Arti¬ 
ficial  stimulants,  in  the  shape  of  prizes,  and  honors, 
and  flattery,  and  fear,  and  shame,  may  have  impaired 
its  functions,  so  that  it  ceases  to  act  except  under  their 
excitement.  But  all  must  see  that  these  are  unnatural 
conditions,  superinduced  by  erroneous  treatment.  There 
is  still  a  delight  in  acquisition ,  just  as  soon  as  the 
faculties  are  aroused  to  the  effort ;  and  the  skillful 

10 


146 


EXCITING  INTEREST  IN  STUDY. 


A  desire  to  know.— Instance  of  God’s  wisdom  and  goodness. 

teacher  will  strive  to  wake  up  the  mind  to  find  this 
delight, — and  if  he  understands  his  work,  he  will 
scarcely  need  a  stronger  incentive.  If  he  understands 
the  secret  of  giving  just  so  much  instruction  as  to 
excite  the  learner’s  curiosity,  and  then  to  leave  him 
to  discover  and  acquire  for  himself,  he  will  have  no 
necessity  to  use  any  other  means  as  stimulants  to 
exertion. 

To  this  might  be  added  that  irrepressible  curiosity , 

that  all-pervading  desire  to  know ,  which  is  found  in 

the  mind  of  every  child.  The  mind,  as  if  conscious 

of  its  high  destiny,  instinctively  spreads  its  unfledged 

wings  in  pursuit  of  knowledge.  This,  with  some  chil- 

* 

dren,  is  an  all-sufficient  stimulant  to  the  most  vigorous 
exertion.  To  this  the  teacher  may  safely  appeal.  In¬ 
deed,  it  is  a  convincing  proof  of  the  wisdom  as  well  as 
the  goodness  of  God,  that  this  desire  to  know ,  as  well 
as  the  delight  of  acquisition ,  are  the  most  active  at 
that  early  period  of  childhood,  when  a  just  apprecia¬ 
tion  of  the  utility  of  knowledge,  and  the  higher  motives 
already  detailed,  could  scarcely  find  a  lodgement  in  the 
tender  mind.  It  seems  to  be,  therefore,  an  indisputable 
dictate  of  our  very  nature,  that  both  these  principles 
should  be  early  employed  as  incentives. 

If,  then,  the  desire  of  the  approval  of  parents  and 
teachers, — the  desire  of  advancement , — the  desire  to  be 
useful, — and  the  desire  to  do  right,  can  be  superadded 
to  the  natural  love  in  the  child  for  acquisition,  and  a 
natural  desire  to  know ,  there  will,  as  I  believe,  be  but 
little  occasion  to  look  further  for  incentives  to  exertion 


EXCITING  INTEREST  IN  STUDY. 


147 


A  scholium. 

in  the  pupil ;  and  I  may  venture  to  add,  as  a  scholium 
to  what  has  already  been  said,  that  the  teacher  who 
has  not  yet  learned  to  call  into  exercise  these  higher 
motives,  and  to  rely  for  success  mainly  upon  them, 
and  who  dares  not  abandon  the  system  of  exciting 
stimulants  for  fear  of  a  failure,  has  yet  much  to  learn 
as  a  true  educator  of  the  young. 


148  SCHOOL  GOVERNMENT. 

Order  necessary  in  school.— Self-government  in  the  teacher. 


CHAPTER  IX. 

SCHOOL  GOVERNMENT. 

It  is  not  necessary  that  any  space  in  this  work 
should  be  occupied  in  speaking  of  the  importance  of 
order  in  our  schools.  Everybody  who  has  written  or 
spoken  on  this  subject,  has  conceded  the  necessity 
of  obedience  on  the  part  of  the  pupil.  “  Order  is 
heaven’s  first  law  and  it  is  scarcely  more  Essen¬ 
tial  to  the  harmony  of  heaven,  than  it  is  to  the  happi¬ 
ness  and  success  of  the  school. 

If  such  be  the  necessity  of  order  in  the  school,  then 
the  ability  to  secure  and  maintain  it  is  no  mean  part 
of  the  qualification  of  the  good  teacher.  It  is  lament¬ 
able  that  so  many  fail  in  this  particular ;  and  yet  this 
frequent  failure  can  in  most  cases  be  traced  to  some 
defect  in  the  constitutional  temperament,  or  some  de¬ 
ficiency  in  the  mental  or  moral  culture  of  the  teacher 
himself.  It  shall  be  my  first  object,  then,  to  point  out 
some  of  the 

SECTION  I. -REQUISITES  IN  THE  TEACHER  FOR  GOOD 

GOVERNMENT. 

I.  Self-government.  It  has  frequently  been  said 
that  no  man  can  govern  others  till  he  has  learned  to 


SCHOOL  GOVERNMENT.  149 

Angry  passions. — Manner. — Levity  and  moroseness. 

govern  himself.  I  have  no  doubt  of  the  truth  of  this, 
[f  an  individual  is  not  perfectly  self-possessed,  his 
decisions  must  fail  to  command  respect.  The  self- 
government  of  the  teacher  should  be  complete,  in  the 
following  particulars : 

1.  .4$  to  the  passion  of  anger.  The  exhibition  of 
mger  always  detracts  from  the  weight  of  authority. 
A  man  under  its  influence  is  not  capable  of  doing  strict 
justice  to  his  pupils.  Before  entering  upon  teaching, 
therefore,  a  man  should  somehow  obtain  the  mastery 
over  his  temper,  so  that  under  any  provocation  he  car 
control  it.  He  should  consider  that  in  school  his  pa 
tience  will  often  be  severely  tried.  He  should  not 
expect,  indeed,  that  the  current  of  affairs  in  school 
will  for  a  single  day  run  perfectly  smooth.  He  should, 
therefore,  prepare  for  the  worst,  and  firmly  resolve 
that,  whatever  unpleasant  thing  shall  occur,  it  shall 
not  take  him  entirely  by  surprise.  Such  forethought 
will  give  him  self-command.  If,  however,  from  his 
past  experience,  and  from  the  nature  of  his  tempera¬ 
ment,  he  is  satisfied  he  cannot  exercise  this  self-control, 
he  may  be  assured  he  is  the  wrong  man  to  engage  in 
teaching.  A  man  who  has  not  acquired  thorough 
ascendancy  over  his  own  passions,  is  an  unsafe  man  to 
be  intrusted  with  the  government  of  children. 

2.  As  to  levity  and  moroseness  of  manner.  Either 
extreme  is  to  be  avoided.  There  are  some  teachers 
who  exhibit  such  a  frivolity  in  all  their  intercourse 
with  their  pupils,  that  they  can  never  command  them 
with  authority,  or  gain  their  cordial  respect.  This  is  a 


150 


SCHOOL  GOVERNMENT. 


Ridiculous  assumption  of  smartness.— Mr.  Abbot’s  case. 

grievous  fault ;  and  the  teacher  should  at  once  find  an 
antidote  for  it,  by  serious  reflection  upon  the  responsi¬ 
bility  of  his  position.  If  this  will  not  cure  it,  nothing 
else  can. 

There  are  others  who  are  characterized  by  a  per¬ 
petual  peevishness ,  so  that  a  pleasant  word  from  them 
is  indeed  a  strange  thing.  They  can  never  expect  to 
gain  the  affections  of  their  pupils  ;  and  without  secu¬ 
ring  the  love  of  children,  the  government  of  them  will 
never  be  of  the  right  kind.  This  habit  of  snappishness 
should  be  broken  up  at  once. 

There  are  some  very  young  teachers,  who  some¬ 
times  assume  one  or  the  other  of  these  peculiar  modes 
of  address,  or  perhaps  both,  to  be  used  alternately, — 
fancying  that  they  will  gain  popularity  by  the  one,  or 
give  themselves  greater  authority  by  the  other.  This 
is  a  very  mistaken  notion ;  for  children  have  more 
discernment  than  most  men  give  them  credit  for,  and 
they  usually  see  directly  through  such  a  flimsy  dis¬ 
guise, — and  the  teacher  becomes  ridiculous  rather  than 
great  in  their  estimation,  whenever  he  takes  any  such 
false  position. 

Mr.  Abbot,  in  his  “Teacher,”  states  a  fact  which 
well  illustrates  this  point.  “  Many  years  ago,”  says 
he,  “  when  I  was  a  child,  the  teacher  of  the  school 
where  my  early  studies  were  performed,  closed  his 
connection  with  the  establishment,  and,  after  a  short 
vacation,  another  was  expected.  On  the  appointed 
day  the  boys  began  to  collect,  some  from  curiosity,  at 
an  early  hour,  and  many  speculations  were  started  as 


SCHOOL  GOVERNMENT.  151 

“  Take  off  your  hats.” — Treatment  of  peculiar  pupils. 

to  the  character  of  the  new  instructor.  We  were 
standing  near  a  table  with  our  hats  on, — and  our  posi¬ 
tion,  and  the  exact  appearance  of  the  group  is  indelibly 
fixed  on  my  memory, — when  a  small  and  youthful- 
looking  man  entered  the  room  and  walked  up  towards 
us.  Supposing  him  to  be  some  stranger,  or  rather,  not 
making  any  supposition  at  all,  we  stood  looking  at  him 
as  he  approached,  and  were  thunder-struck  at  hearing 
him  accost  us  with  a  stern  voice,  and  sterner  brow  : — 
‘Take  off  your  hats!  Take  off  your  hats,  and  go  to 
your  seats.’  The  conviction  immediately  rushed  upon 
our  minds  that  this  must  be  the  new  teacher.  The 
first  emotion  was  that  of  surprise,  and  the  second  was 
that  of  the  ludicrous;  though  I  believe  we  contrived 
to  smother  the  laugh  until  we  got  out  into  the  open 
air.” 

The  t^ue  rule  is  to  act  the  part  which  is  agreeable  to 
nature.  The  teacher  having  gained  the  self-command 
just  insisted  upon,  and  having  in  him  the  spirit  of 
kindness  and  a  desire  to  be  useful,  should  assume 
nothing  unnatural  for  effect.  His  manner  should  be 
truly  dignified,  but  courteous. 

3.  As  to  his  treatment  of  those  pupils  that  are  may-ked 
hy  some  peculiarity .  There  will  usually  be  some  pu¬ 
pils  who  are  very  backward,  and  perhaps  very  dull, — 
or  who  may  have  some  physical  defect,  or  some  mental 
eccentricity.  The  teacher  should  be  able  to  govern 
himself  in  all  his  remarks  concerning  such  pupils.  lie 
should  avoid  all  allusion  to  such  singularities  before 
the  school  ;  and  it  is  the  height  of  injustice — I  was 


152  SCHOOL  GOVERNMENT. 

Injustice.— Self-reliance,— not  blind  presumption. 

about  to  say,  of  malevolence — for  him  ever  to  use 
those  low  and  degrading  epithets  so  often  found  upon 
the  teacher’s  tongue, — such  as  dunce,  thickskull,  and 
the  like.  Is  it  not  misfortune  enough  for  a  child  to 
be  backward  or  dull,  without  having  the  pain  and 
mortification  increased  by  the  cruelty  of  an  unfeeling 
teacher  ?  The  teacher  should  take  a  special  interest 
in  such  children  ;  he  should  endeavor  to  enter  into  the 
feelings  of  their  parents,  and  to  treat  them  in  such  a 
way  as  to  encourage  rather  than  crush  them. 

II.  A  CONFIDENCE  IN  HIS  ABILITY  TO  GOVERN.  We 
can  generally  do  what  we  firmly  believe  we  can  do. 
At  any  rate,  a  man  is  more  likely  to  succeed  in  any 
enterprise,  when  he  has  the  feeling  of  self-reliance. 
The  teacher,  by  reflection  upon  the  importance  of  good 
government  to  his  success,  and  by  a  careful  study  of 
the  means  to  be  employed  and  the  motives  to  be  pre¬ 
sented,  should  be  able  to  bring  himself  to  the  determi¬ 
nation  to  have  good  order  in  his  school,  and  so  fully  to 
believe  he  can  have  it,  that  his  pupils  shall  detect  no 
misgivings  in  him  on  this  point.  Whenever  they  dis¬ 
cover  that  he  has  doubts  of  his  success  in  governing, 
they  will  be.  far  more  ready  to  put  his  skill  to  the  test. 
It  would  be  better  that  a  young  teacher  should  decline 
to  take  a  difficult  school,  rather  than  enter  it  without 
the  full  belief  of  his  ability  to  succeed.  I  would  not 
wish  to  be  understood  by  these  remarks  to  be  encour¬ 
aging  an  unreasonable  and  blind  presumption.  A  con¬ 
fidence  in  one’s  ability  should  be  founded  upon  a 
reasonable  estimate  of  his  powers,  compared  with  the 


SCHOOL  GOVERNMENT. 


153 


Views  of  government. — Not  tyranny. — Uniform. 

difficulties  to  be  overcome.  What  I  recommend  is, 
that  the  teacher  should  carefully  weigh  the  difficulties, 
and  candidly  judge  of  his  own  resources,  and  then 
undertake  nothing  which  he  thinks  is  beyond  his  ability. 
If,  after  this,  he  believes  he  can  succeed,  other  things 
being  equal,  success  is  almost  certain. 

III.  Just  views  of  Government.  1.  It  is  not 
tyranny ,  exercised  to  please  the  one  who  governs,  or 
to  promote  his  own  convenience.  The  despot  com¬ 
mands  for  the  sake  of  being  obeyed.  But  government 
in  its  proper  sense,  is  an  arrangement  for  the  general 
good , — for  the  benefit  of  the  governed  as  well  as  of 
the  ruler.  That  is  not  good  government  which  seeks 
any  other  object.  The  teacher  should  so  view  the 
matter  ;  and  in  establishing  any  regulations  in  school, 
he  should  always  inquire  whether  they  are  suggested 
by  a  selfish  regard  to  his  own  ease,  or  whether  they 
spring  from  a  sincere  and  disinterested  wish  to  promote 
the  improvement  of  the  school. 

2.  He  should  see  the  necessity  of  making  the 
government  uniform  ;  that  is,  the  same  from  day  to 
day.  If  he  punishes  to-day  what  he  tolerates  to¬ 
morrow,  he  cannot  expect  the  cordial  respect  of  his 
pupils.  Some  teachers,  not  having  learned  the  art 
of  self-government,  take  counsel  too  much  of  their 
own  feelings.  To-day  they  are  in  good  health  and 
spirits,  and  their  faces  are  clothed  in  sunshine  ;  the}r 
can  smile  at  any  thing.  To-morrow,  suffering  under 
bad  digestion,  or  the  want  of  exercise,  or  the  want 
of  sleep,  the  thunder-storm  hovers  about  their  brow, 


154  SCHOOL  GOVERNMENT. 

Equality. — No  aristocracy  in  school. — No  partiality. 

ready  to  burst  upon  the  first  offender.  Wo  to  the 
luckless  wight  who  does  not  seasonably  discover  this 
change  in  the  condition  of  the  weather.  A  teacher 
cannot  long  respect  himself  who  is  thus  capricious  ; 
he  may  be  sure  his  school  will  not  long  respect 
him. 

3.  He  should  so  view  government  as  to  make  it 
equal ;  that  is,  equal  in  its  application  to  the  whole 
school, — the  large  as  well  as  small  scholars,  the 
males  as  well  as  females.  This  is  often  a  great 
fault  with  teachers.  They  raise  up  a  sort  of  aristo¬ 
cracy  in  their  schools,  a  privileged  class,  a  miniature 
nobility.  They  will  insist  that  the  little  boys  and^  girls 
shall  abstain  from  certain  practices, — whispering,  for 
instance, — and  most  promptly  punish  the  offenders, 
while  they  tolerate  the  same  thing  among  the  larger 
pupils.  This  is  cowardly  in  itself,  and  as  impolitic 
as  it  is  cowardly.  The  teacher  makes  a  great  mistake 
who  begins  his  government  with  the  small  children, 
in  the  hope  of  frightening  the  larger  ones  into  obe¬ 
dience.  He  should  have  the  manliness  and  the  justice 
to  begin  with  the  larger  pupils  ;  the  smaller  ones  never 
resist,  when  authority  is  established  with  those  above 
them.  Besides  this,  the  very  class  who  are  thus 
indulged,  are  the  very  ones  who  soonest  despise,  and 
justly  too,  the  authority  of  the  teacher. 

He  should  make  his  government  impartial  in  every 
respect.  He  should  have  no  favorites — no  preferences, 
based  upon  the  outward  circumstances  of  the  child,  his 
family,  or  his  personal  altractions5  and  the  like.  The 


SCHOOL  GOVERNMENT. 


55 


Views  of  the  governed.— Reason.— Affection.— Conscience. 

rich  and  the  poor  should  be  alike  to  the  teacher.  He 
should  remember  that  each  child  has  a  soul ;  and  it  is 
with  the  soul,  and  not  with  the  wealth  of  this  world, 
that  he  has  to  do.  He  should  remember  that  a  gem, 
as  bright  as  a  sunbeam,  is  often  concealed  under  a 
rough  exterior.  It  should  be  his  work,  nay  his  delight 
— to  bring  out  this  gem  from  its  hiding-place,  and 
apply  to  it  the  polish  of  a  “  workman  that  needeth  not 
to  be  ashamed.” 

IV.  Just  views  of  the  Governed.  Notwith¬ 
standing  the  imperfection  of  human  nature,  as  devel¬ 
oped  in  the  young,  they  have  some  redeeming  qualities. 
They  are  intelligent  and  reasonable  beings.  They 
have  more  or  less  love  of  approbation  ;  they  have 
affection,  and,  above  all,  they  have  a  moral  sense.  All 
these  qualities  are  considerably  developed  before  they 
enter  the  school.  The  teacher  should  remember  this, 
and  prepare  himself  to  address,  as  far  as  may  be, 
all  these.  Love  of  approbation ,  as  we  have  before 
seen,  is  not  an  unworthy  motive  to  be  addressed,  and 
it  is  well  known  that  many  children  are  very  easily 
controlled  by  it.  It  is  not  the  highest  motive,  to  be 
sure,  nor  is  it  the  lowest.  The  affection  for  a  teacher, 
which  many  children  will  exercise,  is  one  of  the  most 
powerful  instrumentalities  in  governing  them  with 
ease.  The  conscience ,  early  trained,  is  all-powerful. 
I  allude  to  these  principles  of  action  once  more,  in 
order  to  say  that  the  peculiar  character  of  each  should 
be  well  studied  by  the  teacher.  He  should  under¬ 
stand  the  human  mind  so  well  as  to  be  able  to  find 


156  SCHOOL  GOVERNMENT. 

Decision. — Firmness.  —The  unjust  j udge. 

ihe  avenues  to  these  better  parts  of  the  child’s  nature, 
remembering  that  whenever  several  ways  are  presented 
of  doing  the  same  thing,  it  is  always  wise  to  choose 
the  best. 

V.  Decision  and  Firmness.  By  decision ,  I  mean 
a  readiness  to  determine  and  to  act  in  any  event  just 
as  duty  seems  to  dictate  ;  a  willingness  to  take  the 
responsibility  just  as  soon  as  the  way  is  plain.  By 
firmness ,  is  meant  that  fixedness  of  'purpose  which 
resolutely  carries  out  a  righteous  decision.  Both  of 
these  qualities  are  essential  to  good  government  in 
the  teacher.  Much  time  is  often  lost  by  a  teacher’s 
vacillating  when  action  is  more  important.  Besides, 
if  the  pupils  discover  that  the  teacher  hesitates,  and 
dreads  to  take  any  responsibility,  they  very  soon  lose 
their  respect  for  him.  I  would  not  urge  that  a  teacher 
should  act  hastily.  He  never  should  decide  till  he  is 
confident  he  decides  right ;  any  delay  is  better  than 
hasty  error.  But  his  delay,  in  all  matters  of  govern¬ 
ment,  should  have  reference  to  a  true  knowledge  of 
his  duty ;  when  that  is  clearly  known,  he  should  be 
decided. 

Many  teachers  suffer  in  their  government,  for  want 
of  firmness.  They  act  upon  the  principle  of  personal 
convenience,  as  did  the  unjust  judge  mentioned  in  the 
parable.  “  And  he  would  not  for  a  while  ;  but  after¬ 
wards  he  said  within  himself,  Though  I  fear  not  God 
nor  regard  man  ;  yet  because  this  widow  troubleth 
me,  I  will  arise  and  avenge  her,  lest  by  her  continual 
coming  she  weary  me.”  How  often  we  hear  some- 


SCHOOL  GOVERNMENT.  157 

A  practical  example. — Philosophizing. — Conclusion. 

thing  like  this  in  the  schoolroom.  “  May  I  go  and 
drink  ?”■ — -says  James,  in  a  peculiarly  imploring  tone. 
“  No,”  says  the  teacher,  promptly,  and  evidently  with¬ 
out  any  reflection  as  to  the  decision  he  has  made. 
James  very  composedly  sits  down,  eyeing  the  counte¬ 
nance  of  the  teacher  expressively,  as  much  as  to  say, 
“  I’ll  try  you  again  soon.”  Before  long  he  observes 
the  teacher  quite  busy  with  a  class,  and  he  again  pops 
the  question  :  “  May  I  go  and  drink  ?”  Stung  at  the 
moment  with  impatience  at  the  interruption,  the  teacher 
answers  instantly  and  emphatically,  “  No,  no,  James, 
sit  down.”  James  still  watches  his  teacher’s  expres¬ 
sion,  and  cannot  discover  there  any  signs  of  a  mind 
seeking  the  path  of  duty,  and  he  silently  thinks  to 
himself,  “  the  third  time  never  fails.”  So,  after  a 
minute  or  two,  when  the  teacher  is  somewhat  puzzled 
with  a  knotty  question,  and  is  on  the  point  of  nibbing 
a  pen  besides, — “  May  I  go  and  drink,  sir  V'  again 
rings  upon  the  teacher’s  ear.  “  Yes,  yes,  yes  !  do 
go  along ;  I  suppose  you'll  keep  asking  till  you 
get  it .” 

Now  James  goes  to  drink,  and  then  returns  to 
philosophize  upon  this  matter,  perhaps  as  follows  : 
— “  I  don’t  believe  he  stopped  to  think  whether  I 
needed  drink  or  not ;  therefore  hereafter  I  shall  never 
believe  he  really  means  no,  when  he  says  it.  He 
acts  without  thought.  I  have  also  found  that  if  I 
will  but  ask  several  times,  I  shall  get  it.  So  I  shall 
know  how  to  proceed  next  time.” — I  do  not  know 
that  any  child  would  express  this  thought  in  so  many 


158 


SCHOOL  GOVERNMENT. 


A  better  way. — Moral  and  religious  principle. 

words ;  but  the  impression  upon  his  mind  is  none  the 
less  distinct. 

Now  the  teacher  should  carefully  consider  the  ques 
tion  addressed  to  him.  How  long  since  this  child  had 
water  ?  Can  it  be  necessary  for  him  to  drink  so  often  ? 
Then  let  the  answer  be  given  mildly,  but  decidedly — 
“  No,  James.”  The  very  manner,  quite  likely,  will 
settle  the  question,  so  that  James  will  not  ask  again. 
The  answer  once  given  should  be  firmly  adhered  to. 
Tt  would  even  be  better  that  James  should  suffer  for 
the  want  of  water  than  for  the  want  of  confidence  in 
his  teacher’s  firmness.  In  this  way  the  teacher  would 
establish  his  word  with  the  school  in  a  very  few  days  ; 
and  his  pupils  would  soon  learn  that  with  him  “  no 
means  no,”  and  “  yes  means  yes” — a  matter  of  no  small 
importance  to  the  teacher  of  a  school. 

VI.  Deep  Moral  Principle.  The  teacher  should 
ever  be  a  conscientious  man ;  and  in  nothing  is  this 
more  necessary  than  in  the  exercise  of  good  government 
In  this  matter  the  teacher  can  never  respect  himself 
when  he  acts  from  caprice  or  selfishness.  His  inquiry 
should  be,  What  is  right?  What  is  justice — justice 
to  my  pupils — to  myself?  And  if  he  could  add  to  moral 
obligation  the  high  sanctions  of  religious  principle,  and 
could  habitually  and  sincerely  turn  his  thoughts  to  his 
Maker,  with  the  heartfelt  inquiry — What  wilt  tiiou 
have  me  to  do  ? — then  he  would  seldom  err  in  the  dis¬ 
charge  of  this  trust.  His  pupils,  seeing  that  he  acted 
from  fixed  and  deep  principle,  would  respect  his  hon¬ 
esty,  even  if  he  should  cross  their  desires. 


SCHOOL  GOVERNMENT.  159 

First  impressions. — Respect  precedes  attachment. 

Having  now  dwelt  at  some  length  upon  the  requisites 
in  the  teacher  for  good  government ,  I  shall  next  pro¬ 
ceed  to  present  some  of  the 

SECTION  II -MEANS  OF  SECURING  GOOD  ORDER. 

1.  Be  careful  as  to  the  first  impression  you 
make.  It  is  an  old  proverb,  that  “  what  is  well  be¬ 
gun  is  half  done.”  This  holds  true  in  school-keeping, 
and  particularly  in  school-government.  The  young 
study  character  very  speedily  and  very  accurately.  Per¬ 
haps  no  one  pupil  could  express  in  words  an  exact 
estimate  of  a  teacher’s  character  after  a  week’s  ac¬ 
quaintance  ;  but  yet  the  whole  school  has  received 
an  impression  which  is  not  far  from  the  truth.  A 
teacher,  then,  is  very  unwise  who  attempts  to  assume 
to  be  any  thing  which  he  is  not.  He  should  ever  be 
frank ;  and  in  commencing  a  school  he  should  begin  as 
he  can  hold  out.  Any  assumption  of  an  authoritative 
tone  is  especially  ill-judged.  The  pupils  at  once  put 
themselves  in  an  attitude  of  resistance,  when  this  is 
perceived  by  them. 

A  teacher  should  ever  remember  that  among  children 
— however  it  may  be  among  adults — respect  always 
precedes  attachment.  If  he  would  gain  the  love  of  the 
children,  he  must  first  be  worthy  of  their  respect.  He 
should  therefore  act  deliberately,  and  always  conscien¬ 
tiously.  He  should  be  firm  but  never  petulant.  It  is 
very  important  at  the  outset  that  he  should  be  truly  cour¬ 
teous  and  affable.  It  is  much  wiser  to  request  than  to 
command,  at  least  until  the  request  has  been  disregarded. 


160 


SCHOOL  GOVERNMENT. 


The  rough  and  the  gentle  way. — Avoid  the  suspicious  spirit. 

There  are  usually  two  ways  of  doing  a  thing, — a  gentle 
and  a  rough  way.  “John,  go  and  shut  that  door,”  in 
a  gruff  tone,  is  one  way  to  have  a  door  closed.  John 
will  undoubtedly  go  and  shut  the  door — perhaps  with 
a  slam , — but  he  will  not  thank  the  teacher  for  the  rough 
tones  used  in  commanding  it.  Now  it  costs  no  more 
time  or  breath  to  say,  “  John,  I’ll  thank  you  if  you  will 
shut  that  door.”  Most  cheerfully  will  John  comply 
with  the  request,  and  he  is  grateful  that  he  has  heard 
these  tones  of  kindness.  If  he  could  but  know  the 
teacher’s  wishes  afterward,  he  would  gladly  perform 
them  unasked.  I  would  by  no  means  recommend  the 
adoption  of  the  fawning  tone  of  the  sycophant,  Jdy  the 
teacher.  He  should  be  manly  and  dignified  ;  but  the 
language  of  that  courtesy  which  springs  from  real  kind¬ 
ness,  and  which  ever  becomes  the  gentleman,  is  always 
the  most  suitable  as  well  as  most  expedient  for  him. 

II.  Avoid  exhibiting  or  entertaining  a  suspi¬ 
cious  spirit.  It  is  a  maxim  of  law,  that  one  charged 
with  crime  is  always  to  be  presumed  innocent  until 
proved  guilty.  This  should  be  a  maxim  with  the  teacher 
who  would  govern  well.  There  is  no  more  direct  way 
of  making  a  school  vicious,  than  by  showing  them  that 
you  suspect  they  are  so.  A  good  reputation  is  dear  to 
all ;  and  even  a  bad  boy  will  be  restrained  from  wicked 
acts  as  long  as  he  thinks  you  give  him  credit  for  good 
intentions.  But  if  he  finds  that  he  has  lost  your  good 
opinion,  he  feels  that  he  has  nothing  further  to  lose  by 
being  as  bad  as  you  suspect  him  to  be.  A  teacher  ia 
wise,  therefore,  if  he  tries  to  see  something  good  even  in 


SCHOOL  GOVERNMENT .  161 

A  bad  boy  saved. — Token  of  confidence. — Employment. 

a  vicious  pupil.  It  may  be,  as  it  often  has  been,  the 
means  of  saving  such  a  pupil.  I  have  known  a  very 
depraved  boy  entirely  reformed  in  school,  by  his  teach¬ 
er’s  letting  him  know  that  he  had  noticed  some  good 
traits  in  his  character.  He  afterwards  told  his  teacher 
that  “  he  had  been  so  often  suspected  to  be  a  villain, 
that  he  had  almost  come  to  the  conclusion  that  he  would 
be  one ;  but  that,  when  he  found  one  man  who  could 
do  him  the  justice  to  give  him  credit  for  a  few  good 
-  feelings — (for  he  knew  he  had  them) — he  at  once  de¬ 
termined  to  show  that  man  that  his  confidence  had  not 
been  misplaced ;  and  that  he  would  sooner  die  than 
knowingly  offend  the  only  person  who  ever  had  under¬ 
stood  him.” 

It  is  wise  sometimes,  not  only  to  withhold  the  ex¬ 
pression  of  suspicion,  but  to  give  some  token  of  your 
confidence  to  the  pupil  who  is  troublesome.  Intrust 
him  with  some  errand  involving  reponsibility,  or  assign 
to  him  some  duty  by  way  of  assistance  to  yourself,  and 
very  likely  you  will  gain  his  good-will  ever  after.  This 
is  founded  upon  the  well-known  principle  in  human 
nature  acted  upon  by  Dr.  Franklin,  who,  when  he  would 
gain  his  enemy,  asked  him  to  do  him  a  favor. 

III.  As  SOON  AS  POSSIBLE  GIVE  REGULAR  AND  FULL 
employment.  It  is  an  old  proverb  that  “  idleness  is 
the  mother  of  mischief.”  The  nursery  hymn  also  con¬ 
tains  a  living  truth — 

“  And  Satan  finds  some  mischief  still 
For  idle  hands  to  do.” 

It  is  the  law  of  a  child’s  nature  to  be  active  ;  and  as 

11 


1(52  SCHOOL  GOVERNMENT 

The  teacher  may  enforce  employment.— Few  rules. _ 

the  teacher  is  placed  in  the  school  to  give  direction  to 
such  minds,  he  can  hardly  complain  of  their  going 
upon  forbidden  objects  unless  he  seasonably  provides 
something  better  for  them  to  do. 

Very  early,  then,  the  teacher  should  endeavor  to 
classify  his  school  and  furnish  constant  and  full  em¬ 
ployment — either  of  study,  recitation,  or  relaxation — 
for  every  hour  in  the  day.  The  teacher  should  have  a 
plan  when  he  opens  the  school,  and  the  sooner  it  is 
carried  into  full  operation  the  better.*  Besides,  when 
a  teacher  has  given  employment,  he  has  a  right  to  insist 
upon  the  pupil’s  being  engaged  in  study.  Nobody  will 
question  this  right;  and  it  is  far  more  profitable  to 
require  a  positive  duty  than  to  enjoin  a  negative, — 
such  as  abstinence  from  whispering  or  from  mischief 
in  general. 

IV.  Make  but  few  rules.  It  is  a  very  common 
thing  for  teachers  to  embarrass  themselves  by  a  long 
code  of  requirements  and  prohibitions.  Some  go  so 
far  as  to  write  out  a  system  of  laws,  and,  annexing  to 
each  the  penalty  for  its  infringement,  post  them  up  in  a 
conspicuous  place  in  the  schoolroom.  Others  content 
themselves  with  a  verbal  announcement  of  them,  and 
rely  upon  the  memories  of  the  pupils  to  retain  the  de¬ 
tails  of  them  and  to  govern  themselves  accordingly. 
This,  it  seems  to  me,  is  a  great  mistake.  The  multi¬ 
plicity  of  specific  rules  for  the  government  of  a  school, 
will  naturally  lead  to  a  multiplicity  of  offenses.  Chil- 


*  See  Chap.  x.  of  this  work. 


SCHOOL  GOVERNMENT.  163 

The  world  has  been  governed  too  much. — Do  right. 

dren  will  be  confused  by  the  varying  and  sometimes 
conflicting  demands  of  a  formidable  code  of  regulations, 
and  in  endeavoring  to  avoid  Scylla  will  be  likely  to  fall 
into  Charybdis.  It  is  believed  by  some  honest  states¬ 
men  that  “  the  world  has  been  governed  too  much 
and  it  is  often  alleged  in  support  of  this  belief  that 
successful  compliance  with  the  laws  requires  far  more 
wisdom  than  was  displayed  in  making  them  ;  that  is, 
the  science  of  obedience  is  far  more  abstruse  than  the 
science  of  legislation  !  Whether  this  be  true  in  the 
civil  world  or  not,  I  shall  not  attempt  to  decide  ;  I  will 
only  say  that  such  has  too  often  been  the  fact  in  the 
schoolroom. 

It  is  in  my  opinion  the  part  of  wisdom,  and  I  think 
also  the  teaching  of  experience,  that  it  is  best  to  make 
but  few  rules.  The  great  rule  of  duty,  quoted  once 
before,  “  Do  unto  others  as  you  would  that  they  should 
do  to  you,”  comprises  quite  enough  to  begin  with. 
The  direction— Do  right,  is  a  very  comprehensive  one. 
There  is  in  children  an  ability  to  distinguish  between 
right  and  wrong,  upon  which  the  teacher  may  ever 
rely  ;  and  by  insisting  upon  this  as  the  standard,  he 
daily  brings  into  exercise  the  conscience  of  the  child, 
who  is  called  upon  to  decide,  is  this  right  ?  Besides, 
if  a  school  is  to  be  governed  by  a  code  of  laws,  the 
pupils  will  act  upon  the  principle  that  whatever  is  not 
proscribed  is  admissible.  Consequently  without  in¬ 
quiring  whether  an  act  is  right,  their  only  inquiry  will 
be,  is  it  forbidden  ?  Now  no  teacher  was  ever  yet  so 
wise  as  to  make  laws  for  every  case ;  the  consequence 


164  SCHOOL  GOVERNMENT. 

Embarrassment  in  executing  laws. — No  discretion. 

is,  he  is  daily  perplexed  with  unforeseen  troubles,  or 
with  some  ingenious  evasions  of  his  inflexible  code. 
In  all  this  matter  the  worst  feature  is  the  fact,  that  the 
child  judges  of  his  acts  by  the  law  of  the  teacher  rather 
than  by  the  law  of  his  conscience ,  and  is  thus  in  danger 
of  perverting  and  blunting  the  moral  sense. 

To  this  it  may  be  added  that  the  teacher  will  often 
find  himself  very  much  perplexed  in  attempting  to 
judge  the  acts  of  his  pupils  by  fixed  laws,  and  in 
awarding  to  all  violations  of  them  a  prescribed  penalty. 
Cases  will  frequently  occur  in  which  two  scholars  will 
offend  against  a  given  prohibition,  with  altogether  dif¬ 
ferent  intentions, — the  one  having  a  good  motive  and 
forgetting  the  law  ;  the  other  with  the  law  in  his  mind 
and  having  a  wicked  design  to  violate  it.  Now  the 
written  code  with  its  prescribed  penalty  allows  the 
teacher  no  discretion.  He  must  maintain  his  law  and 
punish  both  offenders,  and  thus  violate  his  own  sense 
of  justice ;  or  he  must  pass  both  by,  and  thus  violate 
his  word.  He  cannot  excuse  the  one  and  punish  the 
other,  as  justice  would  evidently  demand,  without  set¬ 
ting  at  naught  his  own  laws. 

An  example  will  illustrate  this  point.  A  teacher  has 
made  a  rule  that  “  any  child  who  whispers  without 
leave  shall  be  feruled .”  Now  two  little  boys  sit  side 
by  side.  William  is  an  amiable,  obedient,  and  diligent 
little  boy,  who  has  never  violated  intentionally  any  wish 
of  his  teacher ;  while  Charles  is  a  sour-tempered, 
vicious,  unprincipled  fellow,  who  a  dozen  times  within 
a  week  has  sought  to  make  his  teacher  trouble.  Little 


SCHOOL  GOVERNMENT.  1 G5 

Illustration. — A  dilemma. 

John,  who  sits  near  to  William,  drops  his  pencil,  and  it 
falls  und«r  William’s  desk.  John  looks  for  his  pencil 
on  the  right  and  left  of  his  seat,  grows  anxious  and 
perplexed.  William  has  noticed  him,  and  he  carefully 
picks  up  the  pencil,  while  he  perhaps  is  looking  for 
it  in  another  direction, — and  with  the  kind  intention 
of  relieving  his  neighbor’s  anxiety  and  restoring  his 
property,  he  touches  his  elbow,  and  softly  whispers, 
“  Here  is  your  pencil,  John,” — then  immediately  re¬ 
sumes  his  own  studies,  and  is  probably  entirely  uncon¬ 
scious  that  he  has  violated  any  law.  At  the  same 
instant  the  artful  Charles,  half  concealing  his  face  with 
his  hand,  with  his  wary  eye  turned  to  the  teacher,  wil¬ 
fully  addresses  another  pupil  on  some  point  in  no  way 
connected  with  study  or  duty.  The  teacher  sees  both 
these  cases,  and  calls  the  offenders  to  his  desk.  The 
one  trembles,  and  wonders  what  he  has  done  amiss, 
while  the  other  perhaps  prepares  himself  to  deny  his 
offense,  and  thus  to  add  falsehood  to  his  other  sins. 
The  rule  awards  to  both  the  ferule.  It  is  applied  to 
Charles  with  energy,  and  with  the  conviction  that  he 
deserves  it ;  but  I  ask,  can  a  man  with  any  sense  of 
justice  raise  his  hand  to  punish  William  ?  If  so,  I  see 
not  how  he  can  ever  again  hold  converse  with  his  own 
conscience.  Yet  the  rule  allows  him  no  discretion.  He 
must  violate  either  the  rule  or  his  conscience  ;  and  too 
often  in  such  cases  he  chooses  the  latter  alternative. 

Now  my  advice  is,  make  but  few  rules ,  and  never 
multiply  them  till  circumstances  demand  it.  The  rule 
of  right  will  usually  be  sufficient  without  any  special 


166  SCHOOL  GOVERNMENT. 

Hint  for  young  teachers.— Threatening.— Wake  up  mind. 

legislation  ;  and  it  has  this  advantage,  that  it  leaves  the 
teacher  the  largest  discretion.  • 

I  have  been  thus  full  on  this  point,  because  so  many 
fail  here,  and  especially  young  teachers.  It  has  cost 
many  a  young  teacher  much  bitter  experience  to  make 
this  discovery  for  himself,  and  I  have  desired  to  save 
others  who  may  hereafter  engage  in  teaching,  the  pain 
and  perplexity  which  they  may  so  easily  and  so  safely 
avoid. 

For  similar  reasons,  I  should  also  urge  that  the 
teacher  should  avoid  the  too  common  practice  of  threat¬ 
ening  in  his  school.  Threatening  is  usually  resorted 
to  as  a  means  of  frightening  children  into  their  duty, — 
and,  too  often,  threats  are  made  without  any  expectation 
of  a  speedy  necessity  either  to  execute  or  disregard 
them.  The  consequence  is,  they  are  usually  more  ex¬ 
travagant  than  the  reality,  and  the  teacher’s  word  soon 
passes  at  a  discount ;  his  threats  are  viewed  as  very 
much  like  the  barking  of  a  dog  who  has  no  intention  to 
bite.  As  threatening  is  moreover  the  language  of  im¬ 
patience,  it  almost  always  leads  to  a  loss  of  respect. 

V.  Wake  up  mind  in  the  school,  and  in  the  dis¬ 
trict.  There  is  usually  but  very  little  trouble  in 
government  where  the  scholars  are  deeply  engaged  in 
their  studies  or  school  exercises,  and  especially  if  at 
the  same  time  the  feelings  of  the  parents  are  enlisted. 
To  this  end  I  would  recommend  that  early  attention 
should  be  given  to  some  efforts  to  wake  up  mind,  such 
as  have  been  described  in  a  former  section  of  this  work. 
It  will  be  found,  when  skilfully  conducted,  one  of  the 


SCHOOL  GOVERNMENT.  167 

Varieties  in  school. — Vocal  music. — German  proverb. 

most  successful  instrumentalities  in  aid  of  good  order 
and  good,  feeling  in  the  school. 

An  ingenious  teacher,  too,  may  introduce  other  varie¬ 
ties  into  the  school  exercises,  and  thus  sometimes  turn 
the  attention  of  discontented  pupils  from  some  evil 
design  to  give  him  trouble.  So  long  as  the  teacher 
keeps  steadily  the  main  object  of  his  school  in  view, 
namely,  progress  in  the  studies,  he  is  excusable  if  occa¬ 
sionally,  to  break  up  monotony  and  excite  a  deeper 
interest,  he  introduces  a  well-considered  new  plan  of 
study  or  of  recitation.  Indeed,  much  of  his  success 
will  depend  upon  his  power  to  do  this,  and  in  nothing 
will  its  advantages  appear  more  obviously  than  in  the 
government  of  the  school.  A  great  portion  of  the  dis¬ 
order  and  insubordination  in  our  schools,  has  its  origin 
in  a  want  of  interest  in  the  school  exercises.  He  is 
the  successful  teacher,  and  the  successful  disciplina¬ 
rian  who  can  excite  and  maintain  the  necessary  interest. 

As  one  of  these  varieties,  I  may  mention  the  exercise 
of  vocal  music  in  school.  I  have  already  alluded  to  it 
As  a  means  of  keeping  alive  the  interest  in  a  school,  it 
is  very  important.  Music  is  the  language  of  the  heart, 
and  though  capable  of  being  grossly  perverted,  (and 
what  gift  of  God  is  not  ?) — its  natural  tendency  is  to 
elevate  the  affections,  to  sooth  the  passions,  and  to 
refine  the  taste. 

“  The  Germans  have  a  proverb,”  says  Bishop  Potter, 
“  which  has  come  down  from  the  days  of  Luther,  that 
where  music  is  not,  the  devil  enters.  As  David  took 
his  harp,  when  he  would  cause  the  evil  spirit  to  depart 


](38  SCHOOL  GOVERNMENT. 

Music  in  heaven.— Easily  introduced  in  schools.— Visit  parents. 

from  Saul,  so  the  Germans  employ  it  to  expel  the 
obduracy  from  the  hearts  of  the  depraved.  In  their 
schools  for  the  reformation  of  juvenile  offenders,  (and 
the  same  remark  might  be  applied  to  those  of  our  own 
country,)  music  has  been  found  one  of  the  most  effect¬ 
ual  means  of  inducing  docility  among  the  stubborn  and 
vicious.  It  would  seem  that  so  long  as  any  remains  of 
humanity  linger  in  the  heart,  it  retains  its  susceptibility 
to  music.  And  as  proof  that  music  is  more  powerful 
for  good  than  for  evil,  is  it  not  worthy  of  profound  con¬ 
sideration  that,  in  all  the  intimations  which  the  Bible 
gives  us  of  a  future  world,  music  is  associated  only 
with  the  employments  and  happiness  of  Heaven  ?” 

Almost  any  teacher  can  introduce  music  into  his 
school ;  because  if  he  cannot  sing,  he  will  always  find 
that  it  will  only  require  a  little  encouragement  to  induce 
the  scholars  to  undertake  to  conduct  it  themselves.  It 
will  consume  but  very  little  time,  and  it  is  always  that 
time  which,  if  not  employed  in  singing,  would  otherwise 
be  unemployed  or  misemployed.  It  is  the  united  testi¬ 
mony  of  all  who  have  judiciously  introduced  singing 
into  their  schools,  that  it  is  among  the  best  instrumen¬ 
talities  for  the  promotion  of  good  feeling  and  good  order. 

VI.  Visit  the  parents  of  your  scholars.  I  shall 
more  particularly  enjoin  this,  when  I  speak  of  the 
teacher's  relation  to  his  patrons ,  [chap.  xi. :]  but  I 
cannot  forbear  in  this  place  to  urge  it  upon  the  teachei 
as  one  of  the  means  of  securing  good  order  in  school. 
A  great  deal  of  the  insubordination  in  our  schools, 
arises  from  some  misunderstanding,  or  some  dislike 


SCHOOL  GOVERNMENT.  1  G9 

Reasons  why. — Registers  of  credits. — Why  credits. 

entertained  by  the  parent  towards  the  teacher,  and 
spoken  of  in  presence  of  the  children.  Whatever  the 
pupils  hear  at  home,  they  will  be  likely  to  exemplify 
in  school.  It  should  be  the  teacher’s  first  object  to 
become  acquainted  with  the  parent,  and  to  let  him  un¬ 
derstand,  by  a  personal  interview,  all  his  plans  and 
aims  for  the  improvement  of  the  school.  This  can  be 
done  best  at  the  parent’s  own  fireside.  It  has  often 
happened,  that  by  a  friendly  visit  of  an  hour  by  the 
teacher,  the  parent’s  heart  has  been  softened,  his 
prejudices  removed,  his  co-operation  gained,  and  the 
cheerful  and  cordial  obedience  of  his  children  in  school 
secured. 

These  visits  should  of  course  be  made  in  the  true 
spirit  of  the  teacher.  They  should  be  made  in  the 
honest  desire  of  his  heart  to  render  his  labors  more 
successful.  A  visit  made  in  such  a  spirit  seldom  fails 
to  make  the  parents  personal  friends  ever  after ;  and 
of  course,  in  case  of  a  collision  afterwards  between  him 
and  their  children,  this  is  a  very  important  point. 

VII.  Registers  of  Credits.  Registers  of  the 
standing  of  pupils  in  their  schools  and  their  classes,  are 
very  highly  recommended  by  some,  whose  experience 
is  entitled  to  confidence.  1  am  inclined  to  place  this 
among  the  means  of  securing  good  order.  I  would 
recommend,  however,  that  they  should  be  registers  of 
credits  only.  Some  recommend  the  use  of  “  black 
marks”  that  is,  the  record  of  prominent  faults  and  per¬ 
haps  of  punishments.  My  own  experience  teaches  me 
that  this  is  unwise.  The  teacher  should  not  show  a 


170  SCHOOL  GOVERNMENT. 

Government  not  the  business  of  the  teacher. — Mr.  Howard’s  remark. 

willingness  to  record  and  publish  the  faults  of  a  pupil. 
He  should,  on  the  contrary,  show  a  tender  regard  for 
his  reputation.  Besides,  the  child  is  less  likely  to  be 
mindful  of  his  duty,  when  his  reputation  is  already 
blackened  by  his  teacher.  If  Registers  are  to  be  kept 
at  all,  they  should  record  the  successes  and  virtues  of 
the  child  rather  than  his  failures  and  faults.  And  if,  at 
the  end  of  a  week  or  a  month,  he  is  furnished  with  an 
abstract  for  the  inspection  of  his  parents,  let  it  be  so 
much  of  good  character  as  he  has  earned  for  himself 
during  the  specified  time. 

I  confess  I  am  less  sanguine  than  many  others  as  to 
the  utility  of  the  register,  either  as  an  incentive  to  obe- 
dience  or  diligence  ;  but  if  used  at  all,  I  think  the  above 
restriction  is  highly  important. 

VIII.  Avoid  governing  too  much.  By  this  I  would 
be  understood  to  urge  upon  the  teacher  the  fact  that 
his  main  business  in  school  is  instruction  and  noi  gov¬ 
ernment.  Government  is  a  means  and  not  the  end  of 
school-keeping.  A  very  judicious  and  practical  teacher 
— Mr.  R.  S.  Howard — has  well  remarked  :  “  The  real 
object  to  be  accomplished,  the  real  end  to  be  obtained 
in  school,  is  to  assist  the  pupil  in  acquiring  knowledge, 
— to  educate  the  mind  and  heart.  To  effect  this,  good 
order  is  very  necessary.  But  when  order  is  made  to 
take  the  place  of  industry,  and  discipline  the  place  of 
instruction,  where  the  time  of  both  teacher  and  pupils  is 
mostly  spent  in  watching  each  other,  very  little  good 
will  be  accomplished.” 

It  is  a  mistake  that  many  teachers  fall  into,  that  they 


SCHOOL  GOVERNMENT.  17'i 

An  official  visit. — “  Order,  there!” — A  scene. 

seem  to  regard  government  as  their  chief  occupation  ; 
and,  as  we  should  naturally  expect  in  such  cases,  it  is 
often  very  poorly  exercised.  That  is  not  the  best  gov¬ 
ernment  which  is  maintained  as  a  matter  of  formal 
business.  The  noiseless  under-current  is  far  more 
efficient.  I  have  always  noticed  that  men  govern  best 
when  they  do  not  seem  to  govern ;  and  those  who 
make  most  effort  and  bustle  about  it  themselves,  are 
pretty  sure  to  have  the  most  boisterous  schools. 

I  once  in  company  with  a  friend  officially  visited  a 
school  where  the  teacher,  a  man  of  strong  frame — six 
feet  high,  and  with  lungs  in  proportion ,  was  laboring 
to  keep  order.  Every  word  he  uttered  was  in  a  stento¬ 
rian  voice  which  would  have  been  painful  to  the  pupils 
in  a  quiet  room  ;  hence,  they  took  care  to  keep  up  a 
constant  clattering  of  books,  slates,  and  rulers,  mingled 
with  the  constant  hum  of  their  own  voices,  as  if  for 
self-defense.  It  seemed  to  be  a  mighty  effort  of  each 
party  to  rise  if  possible  above  the  noise  of  the  other. 
“  Silence  !  Order  !  I  say,”  was  constantly  ejaculated 
in  a  voice  that  was  almost  sufficient,  as  Shakspeare’s 
Hamlet  would  say,  to  “  split  the  ears  of  the  ground¬ 
lings.” 

One  of  the  most  ludicrous  scenes  I  ever  witnessed, 
occurred  in  this  school  during  an  exercise  in  English 
grammar.  The  class  occupied  the  back  seats,  while 
the  teacher  stood  by  the  desk  in  front  of  the  school. 
The  children  between  the  teacher  and  his  class  were 
variously  employed, — some  manufacturing  paper  fly- 
boxes,  some  whittling  the  benches — (it  was  in  New 


172  SCHOOL  GOVERNMENT 

Parsing ! — A  dialogue. — “  The  Rule,  sir.” 

England) ;  some  were  trying  their  skill  at  a  spit-ball 
warfare  ;  others  were  making  voyages  of  exploration 
beneath  the  seats.  The  school,  consisting  of  some 
seventy  pupils,  were  as  busy  as  the  occupants  of  an 
ant-hill.  The  sentence  to  be  parsed  was,  “  A  good  boy 
loves  study.”  No  written  description  can  present  the 
scene  as  it  was  acted  in  real  life. 

It  should  be  borne  in  mind  that  every  word  spoken 
by  the  teacher,  whether  to  the  class  or  to  the  school, 
was  in  a  tone  of  voice  which  might  have  been  heard  at 
least  an  eighth  of  a  mile,  and  that  every  exclamation 
was  accompanied  by  several  energetic  thumps  of  a 
large  oaken  *  rule ’  upon  the  lid  of  his  desk.  The  lan 
guage  of  the  teacher  is  in  italics.  “  Mary ,  parse  A.” 
“  A  is  an  indefinite” — “  Silence  !  Order  there  /” — “  ar¬ 
ticle.  and  is  prefixed  to” — “John!” — “No  sir,  it  is 
prefixed  to” — “ Martha ,  Martha!  sit  up” — “it  is  pre¬ 
fixed  to — boy.” — “  Right.” — “  Goody  next” — “  Good 
is  an  adjective,” — “  Order ,  Order ,  Order!” — thump, 
thump,  thump  ! — “  Go  on,  go  on,  I  hear  you  /” — 
thump,  thump  ! — “  and  belongs  to” — “  Speak  louder  ! 
Sit  up  there  !  What  are  * you  doing  ?  And  belongs 
to?”—“  boy.”— “  The  Rule.  The  Rule  !  I  say.”— 
Here  several  children  looked  earnestly  at  the  piece 
of  timber  he  held  in  his  hand. — “  The  Rule,  sir,  the 
RuU  ” — thump,  thump  ! — “  You’ve  got  it  in  your 
hand,”  vociferated  a  little  harmless-looking  fellow  on 
thi?  front  seat,  while  the  scholar  proceeded  to  recite  the 
rule. — “  Adjectives  belong  to” — “  Lazy,  lazy  fellow  ! 
sit  up  there.” — Here  the  class  smiled,  and  the  scholar 


‘ 


SCHOOL  GOVERNMENT.  173 

A  Babel. — Who  made  it? — Another  visit. 

completed  his  rule,  asserting  however  that  “  adjectives 
belong  to  nouns,”  and  not  to  “  lazy  fellows”  as  the  class 
seemed  to  understand  the  master  to  teach.  Word  after 
word  was  parsed  in  this  way,  (a  way  of  teaching  our 
language,  which,  if  we  could  know  it  had  been  prac¬ 
tised  at  the  erection  of  Babel,  would  sufficiently  account 
for  that  memorable  confusion  of  tongues  without  the 
intervention  of  a  miracle,)  till  the  teacher,  nearly  ex¬ 
hausted  by  this  strange  combination  of  mental,  oral, 
and  manual  labor ,  very  much  to.  the  relief  of  all,  vocif¬ 
erated  “  That'll  do  !”  and  the  scene  was  changed. 

At  the  close  of  the  afternoon,  we  were  told  that  “  it 
was  a  very  hard  school,  that  it  was  almost  impossible 
to  keep  order,  and  that  he  should  be  discouraged  were 
it  not  that  he  saw  a  manifest  improvement  within  a  few 
days  past !” 

Now  this  teacher  made  the  school  what  it  was,  by 
his  own  manner.  He  would  have  done  the  same  in 
any  school.  He  taught  in  the  most  effectual  way  the 
science  and  art  of  confusion  ;  and  notwithstanding  the 
hard  name  he  gave  his  school,  he  was  emphatically  the 
most  disorderly  and  noisy  member  of  it. 

There  was  a  change.  On  another  day,  accompanied 
by  the  same  friend,  we  presented  ourselves  at  the  door 
of  this  same  room  for  admittance.  We  heard  no  sound 
as  we  approached  the  entrance,  and  almost  began  to 
suspect  we  should  find  there  was  no  school  within. 
We  knocked  ;  and  presently,  without  our  hearing  the 
footstep  of  the  person  who  approached,  the  door  opened, 
and  we  passed  in.  The  children,  looked  up  a  moment 


174  SCHOOL  GOVERNMENT. 

A  new  teacher. — Good  order. — The  secret. 

as  we  entered,  and  then  bent  their  eyes  upon  their 
lessons.  The  teacher  softly  handed  us  seals,  and  then 
proceeded  with  the  recitation.  His  manner  was  quiet 
and  deliberate,  and  the  school  was  orderly  and  busy. 
He  had  no  rule  in  his  hand,  no  heavy  boots  on  his  feet, 
(he  had  exchanged  them  for  slippers  on  entering  the 
school,)  and  no  other  means  of  giving  emphasis  to  his 
words.  He  kindly  requested, — never  commanded, — 
and  every  thing  seemed  to  present  the  strongest  con¬ 
trast  with  the  former  scene.  The  hour  of  dismission 
arrived,  and  the  scholars  quietly  laid  by  their  books, 
and  as  quietly  walked  out  of  the  house,  and  all  was 
still. 

“  How  have  you  secured  this  good  order  ?”  said  we 
to  the  teacher.  “  I  really  do  not  know,”  said  he  with 
a  smile,  “  I  have  said  nothing  about  order.”  “  But 
have  you  had  no  difficulty  from  noisy  scholars  ?”  “  A 

little  at  first ;  but  in  a  day  or  two  they  seemed  to  be¬ 
come  quiet,  and  we  have  not  been  troubled  since.” 

Now  the  secret  was,  that  this  latter  teacher  had 
learned  to  govern  himself.  His  own  manner  gave 
character  to  the  school.  So  it  will  ever  be.  A  man 
will  govern  more  by  his  manner  than  in  any  other 
way. 

There  is,  too,  such  a  thing  as  keeping  a  school  too 
still  by  over-government..  A  man  of  firm  nerve  can, 
by  keeping  up  a  constant  constraint  both  in  himself  and 
pupils,  force  a  deathlike  silence  upon  his  school.  You 
may  hear  a  pin  drop  at  any  time,  and  the  figure  of 
every  child  is  as  if  moulded  in  cast  iron.  But,  be  it 


SCHOOL  GOVERNMENT.  175 

Excessive  silence. — Recapitulation. — Force  sometimes  needful. 

remembered,  this  is  the  stillness  of  constraint,  not  the 
stillness  of  activity.  It  is  an  unhealthy  state  both  of 
body  and  mind,  and  when  attained  by  the  most  vigilant 
care  of  the  teacher,  is  a  condition  scarcely  to  be  desired. 
There  should  be  silence  in  school,  a  serene  and  sooth¬ 
ing  quiet ;  but  it  should  if  possible  be  the  quiet  of 
cheerfulness  and  agreeable  devotion  to  study,  rather 
than  the  “  palsy  of  fear.” 


Thus  far  I  have  confined  myself  to  those  qualifica 
tions  in  the  teacher,  and  to  those  means  which,  under 
ordinary  circumstances  and  in  most  districts,  would  in 
my  opinion  secure  good  order  in  our  schools.  With 
the  qualifications  I  have  described  in  the  mental  and 
moral  condition  of  the  teacher,  and  the  means  and  sug¬ 
gestions  above  detailed  — combined,  I  believe  a  very 
large  majority  of  our  schools  could  be  most  success¬ 
fully  governed  without  any  appeal  to  fear  or  force. 

But  as  some  schools  are  yet  in  a  very  bad  state, 
requiring  more  than  ordinary  talents  and  skill  to  control 
them  ;  and  as  very  many  of  those  who  must  teach  for  a 
long  time  to  come  have  not,  and  cannot  be  expected  to 
have  all  the  qualifications  described,  and  much  less  the 
moral  power  insisted  on,  it  is  unreasonable  to  expect, 
taking  human  nature  as  it  is,  and  our  teachers  as  they 
are,  that  all  can  govern  their  schools  without  some 
appeals  to  the  lower  motives  of  children,  and  some 
resort  to  coercion  as  an  instrumentality.  I  should 


176  SCHOOL  GOVERNMENT. 

Punishment  defined. — Comments  on  definition. 

leave  this  discussion  very  incomplete,  therefore,  were 
T  not  to  present  my  views  upon  the  subject  of 

SECTION  III.  -  PUNISHMENTS. 

As  a  great  deal  has  been  written  and  spoken  upon 
the  subject  of  school  punishments,  I  deem  it  important 
that  the  term,  as  I  intend  to  use  it,  should  be  defined  at 
the  outset.  I  submit  the  following  definition  : 

Punishment  is  pain  inflicted  upon  the  mind  or 

BODY  OF  AN  INDIVIDUAL  BY  THE  AUTHORITY  TO  WHICH 
HE  IS  SUBJECT  ;  WITH  A  VIEW  EITHER  TO  REFORM  HIM, 
OR  TO  DETER  OTHERS  FROM  THE  COMMISSION  OF  OF¬ 
FENSES,  OR  BOTH. 

It  is  deemed  essential  to  the  idea  of  punishment  that 
the  inflictor  have  legitimate  authority  over  the  subject 
of  it, — otherwise  the  act  is  an  act  of  usurpation.  It  is 
also  essential  that  the  inflictor  should  have  a  legitimate 
object  in  view,  such  as  the  reformation  of  the  individ¬ 
ual  or  of  the  community  in  which  his  example  has 
exerted  an  influence, — otherwise  the  act  becomes  an 
abuse  of  power.  Infliction  for  the  purpose  of  retalia¬ 
tion  for  an  insult  or  injury,  is  not  punishment ;  it  is 

♦ 

revenge.  Whenever,  therefore,  a  teacher  resorts  to  such 
infliction  to  gratify  his  temper,  or  to  pay  off,  as  it  is 
expressed  in  common  language,  the  bad  conduct  of  a 
pupil,  without  any  regard  to  his  reformation  or  the  pre¬ 
vention  of  similar  offenses  in  the  school,  the  pain  he 
inflicts  is  not  punishment ;  it  is  cruelty.  Very  great 
importance  is  to  be  attached  to  the  motive  in  this  ma- 


SCHOOL  GOVERNMENT.  177 

Whence  authority  is  derived. — Dr.  Webster. — A  common  error. 

ter  ;  because  the  same  infliction  upon  the  same  indi¬ 
vidual  and  for  the  same  offense,  may  either  be  just  and 
proper  punishment,  or  it  may  be  the  most  unjustifiable 
and  revengeful  abuse,  according  to  the  motive  of  the 
inflictor. 

The  authority  to  inflict  punishment  in  general,  is 
either  by  the  constitution  of  God  or  of  civil  society. 
“  The  punishment  of  the  faults  and  offenses  of  children 
by  the  parent,”  says  Dr.  Webster,  “  is  by  virtue  of  the 
right  of  government  with  which  the  parent  is  invested 
by  God  himself.”  The  right  to  punish  the  offenses  of 
children  while  at  school,  is  by  the  common  law  vested 
in  the  teacher,  as  the  representative  of  the  parent  for 
the  time  being.  It  is  the  declaration  of  this  law  as  in¬ 
terpreted  from  time  immemorial,  that  the  teacher  is  in 
loco  parentis — in  place  of  the  parent. 

Some  have  alleged  that  fear  and  shame ,  the  two 
principles  addressed  by  punishment,  are  among  the 
lowest  in  our  nature  ;  and  have  hence  endeavored  to 
show  that  punishment  is  always  inexpedient,  if  not  in¬ 
deed  always  wrong.  To  this  1  answer,  that  both  fear 
and  shame  are  incorporated  in  our  nature  by  God  him¬ 
self  ;  and  hence  I  infer  they  are  there  for  a  wise  pur¬ 
pose.  I  find,  moreover,  that  God  himself,  in  his  word 
and  in  his  providence,  does  appeal  to  both  of  these 
principles  ;  and  hence  I  infer  that  punishment  in  the 
abstract  is  not  wrong,  and  after  the  higher  motives 
have  been  addressed,  not  altogether  inexpedient. 

Living  in  a  community  as  we  do,  where  the  right  of 

punishment  in  general,  is  assumed  by  our  government, 

12 


178 


SCHOOL  GOVERNMENT. 


The  right  assumed. — Plan  of  discussion. — Two  classes. 

and  the  right  of  teachers  to  punish  is  conceded  by  our 
laws,  I  do  not  feel  called  upon  to  establish  the  right  by 
argument ;  I  shall  assume  that  the  teacher  has  the 
right  to  punish  in  the  sense  in  which  I  have  defined 
punishment, — and  shall  therefore  proceed  to  consider 
the  various  kinds  of  punishments  used  in  our  schools, 
and  to  distinguish  those  which  are  justifiable  from  those 
which  are  not ;  and  also  to  consider  some  of  the  con¬ 
ditions  and  limitations  of  their  use. 

In  preparing  the  way  to  do  this,  I  may  remark  that 
punishments  consist  of  two  classes.  1.  Those  which 
address  themselves  directly  to  the  mind  ;  as  privation 
from  privileges,  loss  of  liberty,  degradation,  sofne  act 
of  humiliation,  reproof,  and  the  like.  2.  Those  which 
address  the  mind  through  the  body ;  as  the  imposition 
of  a  task — labor,  for  instance, — requiring  the  pupil  to 
take  some  painful  attitude,  inflicting  bodily  chastise¬ 
ment,  &c. 

I  have  mentioned  the^a  two  classes  for  the  purpose 
of  calling  attention  to  the  fact,  that  there  are  those  who 
approve  of  the  first  class,  and  at  the  same  time  denounce 
the  second,  scouting  the  idea  of  reaching  the  mind 
through  the  senses  of  the  body.  This  seems  to  me, 
however,  to  indicate  a  want  of  attention  to  the  laws  of 
our  being ;  for  in  the  economy  of  nature  we  are  made 
at  every  point  sensitive  to  pain  as  a  means  of  guarding 
against  injury.  Why  has  the  Creator  studded  the  en¬ 
tire  surface  of  our  bodies  with  the  extremities  of  nerves, 
whose  function  is  to  carry  to  the  brain  with  lightning 
speed  the  intelligence  of  the  approach  of  danger  ?  And 


SCHOOL  GOVERNMENT. 


179 


Mind  may  be  reached  through  the  body. — Improper  punishments. 

why  should  this  intelligence  be  transmitted,  if  its  object 
is  not  to  influence  the  will,  either  to  withdraw  the  suf¬ 
fering  part  from  immediate  danger,  or  to  avoid  those 
objects  which  cause  the  pain  ?  The  mind,  then,  by  the 
economy  of  nature,  or  rather  by  the  arrangement  of 
God,  is  capable  of  being  influenced  through  the  bodily 
sensations ;  and  those  who  deny  this,  either  do  not  ob¬ 
serve  attentively,  or,  observing,  do  not  reason  fairly  as 
to  the  laws  of  our  being.  With  these  preliminary 
observations,  I  now  proceed  to  consider, 

I.  Improper  Punishments.  Some  punishments  are 
always  wrong,  or  at  least  always  inexpedient.  The 
infliction  of  them  either  implies  a  wrong  feeling  on  the 
part  of  the  teacher,  or  it  promises  no  wholesome  result 
on  the  part  of  the  pupil.  I  shall  mention  in  detail, 
1 .  Those  that  from  their  nature  excite  the  feeling  in 
the  pupil ,  that  an  indignity  has  been  committed  against 
his  person.  No  mail  is  ready  to  forgive  another  for 
wringing  his  nose.  There  is  almost  a  universal  senti¬ 
ment  that  this  organ  is  specially  exempted  from  such 
insult.  Nearly  the  same  feeling  exists  as  to  pinching 
or  pulling  the  ear ,  or  twisting  the  hair ,  or  snapping 
the  forehead.  Each  child  feels  that  these  parts  of  his 
person  are  not  to  be  trifled  with,  and  the  feeling  is 
natural  and  proper.  Now,  though  it  is  not  common  for 
teachers  to  wring  the  noses  of  their  pupils,  it  is  very 
common  for  them  to  do  each  of  the  other  things  enu¬ 
merated.  I  have  often  seen  such  punishments,  but  I 
think  I  never  saw  any  good  come  of  them.  The  pupil 
always  looked  as  if  the  teacher  had  done  despite  toward 


180  SCHOOL  GOVERNMENT. 

Head  to  be  exempted  from  infliction. — Scolding. 

his  person.  Whenever  I  have  seen  the  teacher  twist 
the  locks  of  a  child’s  hair  about  his  finger  till  the  tears 
would  start  in  the  eye,  I  have  supposed  the  feelings 
called  forth  were  any  thing  but  desirable, — any  thing 
but  favorable  to  reformation.  A  pupil  must  love  his 
teacher  very  strongly,  to  be  able  to  keep  his  temper 
from  rising  under  such  circumstances  ;  and  there  is 
great  doubt  whether  either  of  these  punishments  does 
any  thing  to  secure  cheerful  obedience  in  the  child  one 
time  in  a  hundred  ;  probably  in  ninety-nine  cases  in  the 
hundred  the  evil  passions  are  very  much  strengthened 
by  them.  Besides,  these  are  undignified  modes  of 
punishment.  They  savor  so  much  of  a  weak  and 
childish  impatience,  that  the  pupils  find  it  hard  to 
respect  a  man,  much  more  to  love  him,  who  will  stoop 
to  so  small  a  way  of  giving  vent  to  his  angry  feelings. 
Snapping  the  forehead  is  subject  to  strong  physiological 
objections  ;  and,  as  a  general  rule,  the  head  and  its  ap 
purtenances  should  be  exempted  from  penal  violence. 

In  this  place  I  may  very  properly  allude  to  another 
mode  of  assailing  the  ears  of  children,  quite  as  undig¬ 
nified  in  itself  and  quite  as  unprofitable  in  its  results  as 
pulling  them, — and  until  they  are  hardened  to  it  by 
familiarity,  probably  more  painful.  I  refer,  I  need  not 
say,  to  scolding.  This  is  a  punishment  altogether 
too  common.  There  is  a  physiological  law,  that  the 
•  exercise  of  any  organ  will  give  it  greater  strength  and 
generally  greater  celerity.  From  this  fact,  and  the  ad¬ 
ditional  one,  that  the  more  a  child  is  scolded  the  harder 
his  heart  becomes,  so  that  here,  as  in  the  Rule  of  Three, 


SCHOOL  GOVERNMENT. 


181 

Poor  investment. — Cockney  blackguardism. — Examples. 

“  more  requires  more,” — it  follows  that  those  who  once 
begin  to  scold,  are  fortunate  if  they  stop  short  of  high 
attainments  in  the  art. 

There  is  no  enterprise  in  which  the  investment  yields 
so  small  a  profit  as  in  the  business  of  scolding.  It  is 
really  pitiable  to  witness  the  teacher  given  to  this  prac¬ 
tice,  making  himself  and  all  around  him  unhappy, 
without  the  hope  of  alleviation.  The  command  of  the 
tongue  is  a  great  virtue  in  a  teacher ;  and  it  is  to  be 
feared  that  very  many  children  still  suffer  in  their  moral 
feelings*  as  well  as  their  ears,  because  so  many  teachers 
do  not  seasonably  learn  the  right  control  of  the  “  unruly 
member.” 

While  upon  this  subject,  I  may  allude  to  another 
very  objectionable  mode  of  address  practised  by  some 
teachers  toward  their  schools.  I  refer  to  a  mixture  of 
scolding  with  a  species  of  low  wit  or  cockney  black¬ 
guardism,  that  should  ever  be  banished  from  the  school¬ 
room.  Such  expressions  as,  “  Sit  down,  John,  or  I’ll 
shiver  your  top-timbers ,” — “  Attend  to  your  studies,  or 
some  of  you  will  be  a  head  shorter ,” — “  Keep  quiet,  or 
you’ll  hear  thunder,” — and  the  like.  To  these  I  might 
add  those  empty  and  debasing  threats  which  are  too 
often  and  too  thoughtlessly  uttered  ;  as,  “  I’ll  skin  you 
alive,”  or  “  I’ll  shake  you  to  pieces,”  or  “  I’ll  use  you 


*  A  blacksmith,  it  is  said,  who  had  been  accustomed  to  scold  his  family, 
quite  too  freely,  was  one  day  attempting  to  harden  a  piece  of  steel ;  but 
failing  after  two  or  three  attempts,  his  little  son,  who  had  been  an  observer 
of  this  as  well  as  other  operations  of  his  father,  is  said  to  have  exclaimed, 
“  Scold  it,  father ,  scold  it  if  that  won't  harden  it,  nothing  else  will.” 


182  SCHOOL  GOVERNMENT. 

Beg  pardon. — Mistake  about  it. — Goldsmith 

up,” — with  others  of  the  same  character.  I  perhaps 
ought  to  beg  pardon  for  placing  these  vulgarisms  before 
the  general  reader  ;  but  they  are  so  frequently  employed 
in  our  schools,  in  some  of  our  schools  of  good  repute 
too,  that  I  thought  it  to  be  my  duty  to  quote  them,  (for 
they  are  all  literal  quotations,)  in  order  if  possible  to  aid 
those  who  have  fallen  into  such  a  low  habit  to  see 
themselves  as  others  see  them. 

It  is  so  very  easy  for  a  teacher  to  raise  a  laugh  among 
his  pupils,  that  he  is  in  danger  of  being  seduced  into 
the  use  of  coarse  and  quaint  expressions  by  the  suppo¬ 
sition  that  they  are  witty.  But  the  mirth  of  schoolboys 
is  not  a  more  reliable  criterion  of  wit  in  the  modern 
teacher  than  it  was  in  the  case  of  the  schoolmaster  de¬ 
scribed  by  Goldsmith ;  and  possibly  the  exercise  of  a 
little  discernment  on  his  part  would  convince  him  that 
children  sometimes  laugh,  as  they  did  of  old,  because 
they  think  it  prudent  to  do  so. 

“  A  man  severe  lie  was  and  stern  to  view, 

I  knew  him  well,  and  every  truant  knew ; 

Well  had  the  boding  tremblers  learned  to  trace 
The  day’s  disasters  in  his  morning  face ; 

Full  well  they  laughed,  with  counterfeited  glee. 

At  all  his  jokes,  for  many  a  joke  had  he  P* 

It  is  unquestionably  true  that  there  are  schools  and 
many  such,  now  of  high  standing,  the  language  of  whose 
teachers,  could  it  be  noted  dowm  and  printed  for  the 
parents,  would  perfectly  astonish  them  ;  and  such  is 
the  force  of  habit,  it  would  very  likely  astonish  the 
teachers  themselves.  Let  all  who  mean  to  respect 
themselves,  or  who  desire  to  be  long  respected  by 


SCHOOL  GOVERNMENT.  183 

Prolonged  tortures.— The  Bible  at  arm’s  length. 

others,  most  carefully  avoid  the  first  approach  to  the 
use  of  such  kind  of  language.  Its  influence  in  school 
is  “  only  evil,  and  that  continually.” 

2.  Those  punishments  that  from  their  nature  imply 
in  the  inflictor  a  love  of  prolonged  torture.  These  are 
quite  numerous,  and  are  resorted  to  often  for  the  purpose 
of  avoiding  what  is  usually  deemed  severer  punishment. 
Some  of  them  also  have  very  serious  physiological  ob¬ 
jections.  As  an  instance,  I  may  mention  the  holding  of 
a  weight  at  arm’s  length  until  the  muscles  of  the  arm 
become  painful  from  over-exertion  and  fatigue.  Some¬ 
times  the  Bible,  being  the  largest  book  at  hand,  is 
chosen  as  the  weight ;  and  thus  that  book,  which  should 
have  no  associations  connected  with  it  in  the  minds  of 
the  young  but  those  of  reverence  and  love,  is  made  the 
instrument  of  torture — the  minister  of  cruelty  ! 

Imagine  that  you  see — what  I  have  seen — an  offend¬ 
ing  boy  called  to  the  teacher’s  desk,  and,  after  words 
of  reproach,  sentenced  to  hold  the  large  Bible  at  arm’s 
length  for  a  specified  time,  or  until  the  teacher  is  will¬ 
ing  to  release  him.  At  first  it  is  raised  with  a  smile 
of  triumph,  almost  a  smile  of  contempt.  Soon  the 
muscles  thus  exerted  at  disadvantage  begin  to  be  weary 
and  to  relax  “  Hold  it  up  !”  exclaims  the  vigilant 
teacher ;  and  it  is  again  brought  to  its  position.  Sooner 
than  before  the  muscles  are  fatigued,  and  they  almost 
refuse  to  obey  the  mandate  of  the  will ,  which  itself  is 
half  willing  to  rebel  against  authority  so  unreasonable. 

„  “  Up  with  it !” — again  brings  it  to  its  place,  or  perhaps 

a  stroke  of  the  ratan  repeats  the  command  with  more 


184  SCHOOL  GOVERNMENT. 

Physiological  effects. — Moral  effects. — Hold  a  nail ! 

urgency.  At  this  moment  every  nerve  sympathizes, 
and  the  muscles  are  urged  on  to  their  greatest  effort. 
The  limb  is  in  agony, — and  what  agony  can  surpass 
that  of  an  overstrained  muscle  ? — and  the  whole  system 
reels  and  writhes  with  suffering.  Now  look  into  that 
child’s  face,  and  tell  me,  what  is  the  moral  effect  of 
this  sort  of  punishment  ?  Unless  he  is  one  of  the  most 
amiable  of  the  sons  of  Adam,  he  inwardly  curses  the 
cruelty  that  he  thinks  is  delighted  with  pangs  like  these, 
protracted  yet  intolerable.  He  almost  curses  the  blessed 
book  which  was  given  to  warm  his  soul  into  life  and 
immortality.  He  cries  with  pain,  but  not  with  penitence. 
He  may  submit,  indeed,  and  he  may  abstain  front},  sim¬ 
ilar  offenses  in  time  to  come  ;  but  it  is  the  submission 
of  self-preservation,  and  the  abstinence  of  an  eye-ser¬ 
vant, — while  the  stain  that  has  thus  been  inwrought  in 
his  moral  sensibilities,  may  long  remain  unexpunged. 
Such  a  punishment  I  unhesitatingly  pronounce  to  be 
improper ,  whatever  may  be  the  circumstances. 

Akin  to  this  are  those  other  contrivances  to  give 
prolonged  pain,  which  in  different  parts  of  the  country 
have  taken  a  variety  of  forms,  and  as  great  a  variety 
of  names.  One  of  these  has  been  termed  “  holding 
a  nail  into  the  floor”  It  consists  in  requiring  the 
pupil  to  bend  forward, — and,  placing  the  end  of  a  single 
finger  upon  the  head  of  a  nail,  to  remain  in  that  posi¬ 
tion  till  the  whole  system  is  agonized.  Another  has 
by  some  of  its  inflictors  been  termed  “  sitting  on 
nothing.”  The  pupil  is  required  to  place  his  back 
against  a  wall  of  the  room,  and  his  feet  perhaps  a  foot 


SCHOOL  GOVERNMENT.  185 

Sitting  on  nothing.— On  worse  than  nothing.— Ridicule. 

from  its  base,  and  then  to  slide  his  body  down  till  the 
knees  are  bent  at  right  angles,  and  his  person  is  in  a 
sitting  posture  without  a  seat  !  The  muscles,  acting 
over  the  knee  at  the  greatest  disadvantage,  are  now 
made  to  support  the  body  in  that  position  during  the 
pleasure  of  the  teacher.  I  have  seen  another  mode  of 
punishment  practised,  and  as  I  have  heard  no  name 
for  it,  I  shall  give  it  the  cognomen  of  “sitting  on  worse 
than  nothing.”  The  boy  in  this  case  was  required  to 
sit  upon  the  floor,  and  then,  placing  the  feet  upon  a 
bench  or  chair,  to  support  the  body  in  an  erect  position 
by  reversed  action  of  the  muscles  ! 

But  I  gladly  turn  away  from  a  description  of  the 
punishments  I  have  witnessed  in  the  common  schools 
of  New  England  within  a  quarter  of  a  century,  ex¬ 
hibiting  as  they  do  so  many  characteristics  of  the 
dark  ages.  Some  of  these  I  have  witnessed  quite 
recently  ;  and  to  what  extent  any  or  all  of  them  are 
now  in  use,  I  am  unable  to  say.  I  only  desire 
to  say,  that  they  are  all  improper, — debasing  to  the 
morals  of  the  pupils,  and  degrading  to  the  profession 
of  the  teacher  ;  and  the  sooner  such  punishments  are 
entirely  banished  from  our  school-rooms,  the  sooner 
will  the  profession  of  the  teacher  rise  to  its  proper 
level. 

3.  Ridicule.  This  is  a  weapon  that  should  not 
be  wielded  as  a  school-punishment.  It  often  cuts 
deeper  than  he  who  uses  it  imagines  ;  and  it  usually 
gives  most  pain  where  it  is  least  merited.  Some 
physical  defect,  or  some  mental  incapacity,  or  eccen- 


J86  SCHOOL  GOVERNMENT. 

Why  objectionable. — Loss  of  love — of  confidence. 

tricity,  is  most  frequently  made  the  subject  of  it ;  and 
yet  nothing  can  be  more  unfeeling  or  more  unjust  than 
its  use  in  such  cases.  If  the  designed  failings  of  the 
indolent,  or  the  premeditated  mischief  of  the  vicious, 
could  be  subjected  to  its  influence,  its  use  would  be 
more  allowable, — but  even  then  it  would  be  question¬ 
able.  But  the  indolent  and  the  vicious  are  usually 
unaffected  by  ridicule.  They  sin  upon  calculation, 
and  not  without  counting  the  cost ;  and  they  are 
therefore  very  willing  to  risk  their  reputation,  where 
they  have  so  little  to  lose.  It  is  the  modest,  the 
conscientious,  the  well-meaning  child,  that  is  most 
affected  by  ridicule  ;  yet  it  is  such  a  one  that,  for 
various  reasons,  is  oftenest  made  the  subject  of  it, 
though  of  all  others,  his  feelings  should  be  most 
tenderly  spared. 

A  strong  objection  to  the  use  of  ridicule,  is  the 
feeling  which  it  induces  between  the  teacher  and 
pupil.  The  teacher,  conscious  that  he  has  injured 
the  feelings  of  the  child,  will  find  it  hard  to  love 
him  afterwards  ;  for  we  seldom  love  those  whom  we 
have  injured.  The  child,  on  the  other  hand,  loses 
confidence  in  his  teacher;  he  feels  that  his  sensibilities 
have  been  outraged  before  his  companions,  and  that 
the  teacher,  who  should  be  his  best  friend  in  the 
school,  has  invited  the  heartless  laugh  of  his  fellow- 
pupils  against  him.  With  a  want  of  love  on  the  one 
hand,  and  of  confidence  on  the  other,  what  further 
usefulness  can  reasonably  be  expected  ? 

But  the  strongest  objection  of  all  to  the  use  of 


SCHOOL  GOVERNMENT.  187 

School-mates  injured.— Hiss. — Little  Mary. — A  scene. 

ridicule,  is  the  fact  that  it  calls  forth  the  worst  of 
feelings  in  the  school.  Those  who  participate  in  the 
laugh  thus  excited,  are  under  the  influence  of  no  very 
amiable  motives.  And  when  this  is  carried  so  far  as 
to  invite,  by  direct  words,  some  expression  from  the 
schoolmates,  by  pointing  the  finger  of  shame,  and 
perhaps  accompanying  the  act  by  a  hiss  of  scorn, 
the  most  deplorable  spirit  of  self-righteousness  is 
cultivated. 

Little  Mary  one  day  was  detected  in  a  wrong 
act  by  her  teacher.  “  Mary,  come  here,”  said  the 
teacher,  sternly.  Little  thinking  she  had  been  seen, 
she  obeyed  promptly,  and  stood  by  the  chair  of  her 
teacher,  who,  without  giving  Mary  time  to  reflect, 
and  thus  allow  the  conscience  opportunity  to  gain 
the  mastery,  immediately  asked,  “  What  naughty 
thing  did  I  see  you  do  just  now  ?”  “  Nothing,” 

said  Mary,  partly  disposed  to  justify  herself,  and 
partly  doubting  whether  indeed  the  teacher  had  seen 
her  du  any  thing  wrong.  “  Oh,  Mary,  Mary,  who 
would  think  you  would  tell  me  a  lie  !  Did  you 
ever  hear  of  Ananias  and  Sapphira  ?”  Here  a  lecture 
followed  on  the  sin  and  danger  of  lying,  and  particu¬ 
larly  the  danger  of  sudden  death  by  the  vengeance 
of  God.  Mary  began  to  tremble,  and  then  to  weep, 
probably  from  terror.  Now  came  the  second  part. 
“  I  should  think  you  would  be  ashamed  to  be  known 
to  lie.  All  the  children  now  know  that  you  have  lied. 
I  should  think  they  would  feel  ashamed  of  such  a 
naughty  little  girl  in  the  school.  I  should  not  wonder,” 


188  SCHOOL  GOVERNMENT. 

Self-righteousness.— Defiance.— Freezing  the  affections. 

she  continued,  “  if  all  the  little  girls  and  boys  should 
j)oint  their  fingers  at  you  and  hiss”  In  an  instant, 
all  the  children  who  were  not  too  old  to  be  disgusted 
with  the  management  and  tone  of  the  teacher,  pointed 
their  fingers,  and  uttered  a  long  succession  of  hisses, 
while  their  faces  beamed  with  all  the  complacency 
of  self-righteousness,  triumphing  over  the  fall  of  a 
companion,  who  perhaps  was  after  all  as  good,  and 
as  truthful  a  child  as  any  of  them.  The  poor  child 
at  first  turned  her  back  upon  them  ;  but  soon,  feeling 
that  her  reputation  was  gone,  she  turned,  as  woman 
ever  will  when  her  self-respect  is  blighted,  with  a  look 
of  indifference,  almost  a  look  of  defiance.  Fear  was 
first  swallowed  up  in  shame,  and  shame  gave  place 
to  reckless  audacity.  The  whole  scene  was  rendered 
still  more  ruinous  to  the  child,  from  the  fact  that  it  took 
place  in  the  presence  of  visitors  ! 

When  will  our  teachers  learn  the  human  heart 
well  enough  to  be  able  to  distinguish  between  a  work 
of  devastation  and  of  true  culture  ;  between  a  process 
of  blighting  the  sensibilities,  searing  the  conscience, 
freezing  up  the  fountains  of  sympathy,  and  of  mutual 
love  and  confidence, — and  a  course  of  training  which 
warms  the  conscience  into  activity,  inculcates  the 
reverence  and  love  of  God,  instead  of  a  slavish  fear 
of  his  power,  and  instils  into  the  soul  a  desire  to  do 
right ,  rather  than  to  do  that  which  will  avoid  the 
reproach  of  an  unfeeling  multitude,  more  wicked  than 
those  they  censure  ?  Goldsmith  has  shown  that  wo¬ 
man  may  “  stoop  to  conquer  but  the  above  narrative 


SCHOOL  GOVERNMENT.  189 

Let  teachers  think. — Proper  punishments. — Reproof  in  private. 

shows  how  she  may  stoop,  not  to  conquer,  but  to  lay 
waste  the  youthful  heart. 

These  punishments,  and  such  as  these,  which  I 
have  classed  under  the  list  of  improper  punishments, 
should  all  be  carefully  considered  by  the  teacher. 
They  should  be  considered  before  he  enters  his  school. 
It  would  be  well  always  for  him  to  determine  before¬ 
hand  what  punishments  he  will  not  use.  It  may  save 
him  many  a  serious  mistake.  I  have  written  what  I 
have  under  this  head,  in  order  to  put  teachers  upon 
thought ;  believing  that  men  seldom  earnestly  and 
honestly  inquire ,  without  arriving  at  the  truth  in  the 
end. 

II.  Proper  punishments.  Every  teacher’s  mind 
should,  if  possible,  be  settled,  as  to  what  punishments 
are  proper,  so  that  when  they  are  inflicted,  it  can 
be  done  in  good  faith,  and  with  an  honest  conviction 
of  the  performance  of  duty.  Among  the  proper 
punishments,  I  may  mention, 

1.  Kind  Reproof.  This  will  probably  be  conceded 
by  all.  I  say  kind  reproof,  because  no  other  reproof 
can  be  useful.  I  would  distinguish  it  from  reproach. 
Reproof,  judiciously  administered,  is  one  of  the  most 
effectual  punishments  that  can  be  used.  As  a  general 
rule,  this  is  best  administered  privately.  The  child’s 
spirit  of  obstinacy  is  very  likely  to  exhibit  itself  in  the 
presence  of  his  fellows  ;  but  in  private,  the  conscience 
is  free  to  act,  and  the  child  very  readily  submits.  It  is 
always  perfectly  safe  to  reprove  privately  ;  that  is,  not 
in  the  presence  of  the  school.  The  child  has  no 


190  SCHOOL  GOVERNMENT. 

Loss  of  privileges,  consequent  upon  abuse. — Confinement. 

motive  to  misrepresent  the  teacher  ;  and  if  the  teacher 
so  far  spares  the  reputation  of  the  pupil,  as  to  take 
him  by  himself,  this  very  circumstance  will  often  give 
the  teacher  access  to  his  better  feelings. 

2.  Loss  of  Privileges.  By  abuse  of  privileges  we 
forfeit  them.  This  is  a  law  of  Providence.  It  is  un¬ 
questionably  proper  that  this  should  be  a  law  of  our 
schools.  All  those  offenses,  therefore,  against  propriety 
in  the  exercise  of  any  privilege,  may  be  attended  with 
a  temporary  or  permanent  deprivation  of  such  privilege. 
A  pupil  who  is  boisterous  at  the  recess,  disturbing  the 
quiet  of  the  school  or  impeding  the  enjoyment  of  his 
playfellows,  may  be  deprived  of  the  recess.  A  child, 
who  disfigures  his  seat  with  his  knife,  may  be  deprived 
of  his  knife  ;  and  so  for  any  other  similar  offense. 
Some  consider  it  proper  to  extend  this  punishment  to 
other  classes  of  offenses,  as,  for  example,  whispering 
or  idleness.  While  I  would  not  deny  the  right  or  the 
propriety  of  doing  so,  I  should  think  it  more  expedient 
not  thus  to  extend  it.  It  is  well,  as  far  as  it  can  be 
done,  so  to  punish  the  child,  that  he  shall  see  that  his 
conduct  naturally  leads  to  its  punishment  as  a  conse¬ 
quence.  And  it  is  moreover  very  probable  that  in  most 
schools  there  will  be  demand  enough  for  this  punish¬ 
ment,  in  its  natural  application,  without  extending  it  to 
other  cases. 

3.  Restraint ,  or  confinement.  When  liberty  is 
abused,  a  scholar  may  be  put  under  restraint.  When 
duty  is  violated,  and  the  rights  of  others  are  wantonly 
disregarded,  confinement  will  afford  time  for  reflection, 


SCHOOL  GOVERNMENT. 


191 


Not  in  a  dark  room.— Why  not  ? — Humiliation.— Seldom. 

and  at  the  same  time  relieve  others  from  the  annoyance 
and  detriment  of  evil  example.  Such  restraint  is  often 
a  wholesome  discipline ;  and  confinement,  if  it  be  not  too 
far  protracted,  is  always  safe.  It  should  be  remarked, 
however,  that  confinement  in  a  dark  apartment  should 
never  be  resorted  to  by  any  teacher.  There  are  insu¬ 
perable  objections  to  it,  growing  out  of  the  fears  which 
many  children  early  entertain  of  being  alone  in  the  dark, 
as  also  the  fact  that  light  as  well  as  air  is  necessary  to 
the  vigorous  action  of  the  nervous  system  during  the 
waking  hours,  especially  in  the  daytime.  It  is  well 
known  that  a  child  shut  up  in  a  dark  room  even  in  the 
warmth  of  summer,  speedily  undergoes  a  depression 
of  temperature  ;  and  if  the  confinement  is  unduly  pro¬ 
tracted,  cold  chills  come  over  the  system.  For  these 
reasons,  and  others,  if  confinement  is  ever  used  as  a 
punishment,  it  should  be  in  a  room  properly  lighted  and 
heated.  Our  prisoners  enjoy,  as  far  as  may  be,  both 
of  these  favors. 

4.  Humiliation.  This  should  be  resorted  to  with 
great  caution.  When  a  fault  has  been  openly  commit¬ 
ted,  and  attended  with  circumstances  of  peculiar  obsti¬ 
nacy,  it  may  sometimes  very  properly  be  required  of 
the  offender  that  he  should  confess  the  fault  in  a  man¬ 
ner  as  public  as  its  commission.  This  may  be  due  to 
the  school.  Sometimes  when  an  offensive  act  is  very 
strongly  marked,  a  confession  and  a  request  for  the  for¬ 
giveness  of  the  teacher  or  the  individual  injured  may 
be  made  a  condition  of  restoration  to  favor.  This  is 
usually  considered  a  very  proper  punishment.  I  would 


192  SCHOOL  GOVERNMENT. 

A  task. — When  and  how. 

however  suggest,  that  it  be  used  with  great  care,  and 
never  unless  the  circumstances  imperatively  demand 
it.  It  may  be  the  means  of  cultivating  the  grossest 
hypocrisy,  or  of  inducing  open  rebellion ;  and  it  some¬ 
times  gives  the  other  pupils  an  advantage  over  the 
culprit,  which  may  do  him  personally  much  harm. 
The  teacher  should  be  convinced  that  this  is  the  best 
thing  he  can  do,  before  he  resorts  to  it. 

5.  The  imposition  of  a  task.  In  every  school  there 
is  more  or  less  work  to  be  done  ;  such  as  sweeping 
the  floors,  washing  the  benches,  preparing  the  fuel, 
and  making  the  fires.  Unless  objection  should  be  made 
by  parents,  this  is  one  of  the  most  effectual  punish¬ 
ments,  especially  in  cities  and  large  villages,  where 
work  is  a  burden,  and  the  attractions  of  play  are  most 
powerful.  Some  difficult  schools  have  been  governed 
for  months  with  no  other  punishment  than  labor  thus 
imposed.  The  plan  is,  that  if  two  boys  neglect  their 
studies  so  as  to  attract  the  attention  of  the  teacher,  they 
shall  be  nominated  as  members  of  the  committee  on 
sweeping, — a  duty  to  be  performed  after  school  hours. 
If  one  or  two  more  are  decidedly  disorderly,  they  shall 
be  required  to  make  fires,  bring  up  wood,  or  perhaps 
wash  a  certain  portion  of  the  room.  This  is  always 
assigned  pleasantly  by  the  teacher,  with  the  under¬ 
standing,  fiowever,  that  any  failure  to  do  the  allotted 
work  thoroughly  and  faithfully,  will  be  attended  with  a 
reappointment  till  the  object  is  secured. 

If  parents  should  object  to  this,  it  is  not  absolutely 
essential  to  the  teacher’s  success  ;  but  where  no  objec- 


SCHOOL  GOVERNMENT. 


193 


An  objection. — Answer. — Not  strongly  urged. — The  rod. 

tion  is  made,  if  judiciously  managed,  it  may  do  very 
much  in  many  of  our  schools  towards  producing  that 
quiet  order,  which  otherwise  it  might  require  more 
cogent  and  less  agreeable  means  to  secure. 

It  has  sometimes  been  urged  as  an  objection  to  this 
mode  of  punishment,  that  it  would  tend  to  attach  the 
idea  of  disgrace  to  useful  labor.  It  is  conceived  that 
this  is  by  no  means  the  necessary  consequence.  On 
the  other  hand,  it  would  serve  to  teach  the  difference 
there  always  is  between  a  duty  imposed  and  one  vol¬ 
untarily  undertaken.  The  same  objection  would  apply 
to  our  prison  discipline,  where  a  man  by  a  wilful  dis¬ 
regard  of  law  and  the  rights  of  others,  very  justly  for¬ 
feits  his  services  for  a  time  to  the  state. 

I  would  not  lay  very  much  stress  upon  this  mode  of 
punishment,  though  I  have  known  it  resorted  to  under 
favorable  circumstances  with  very  good  effect.  It  would 
of  course  be  more  effectual  in  a  large  town  or  city  than 
in  the  country,  where  boys  are  in  the  habit  of  laboring 
at  home,  and  would  be  quite  as-  whiling  to  labor  after 
regular  hours  at  school. 

6.  Actual  chastisement  with  the  rod  of  correction.  I 
have  no  hesitation  (though  others  have)  in  placing  this 
among  the  class  of  proper  punishments.  As  this  in¬ 
volves  a  great  question  on  the  subject  of  school  govern¬ 
ment,  and  one  that  is  debated  with  great  zeal  and 
warmth  in  almost  every  educational  meeting  that  is 
held,  I  shall  feel  justified  in  giving  a  little  more  space 
to  the  consideration  of  it. 


13 


191 


SCHOOL  GOVERNMENT. 


Corporal  punishment. — Views  of  others. — Nothing  to  con*  eal. 


SECTION  IV.— CORPORAL  PUNISHMENT. 

I  am  aware  that  when  I  enter  this  field  I  am  tread¬ 
ing  on  ground  every  inch  of  which  has  been  disputed. 
I  come  to  the  task  of  writing  on  this  subject,  however, 
1  think,  without  prejudice  or  asperity.  Having  noth¬ 
ing  to  conceal,  I  shall  express  my  own  views  honestly 
and  frankly, — views  which  I  entertain  after  diligently 
seeking  the  truth  for  some  twenty  years,  during  which 
time  I  have  listened  to  a  great  deal  of  discussion,  and  have 
read  carefully  and  candidly  whatever  has  been  written 
by  others.  Nor  do  I  expect  to  give  universal  satisfac¬ 
tion.  There  are  strongmen,  and  I  believe  honest  men, 
who  run  to  the  opposite  extremes  in  their  doctrine  and 
practice,  and  who  defend  the  one  course  or  the  other 
as  if  the  existence  of  the  world  depended  upon  the 
issue.  There  are  those,  who  not  only  claim  the  right 
to  chastise,  but  who  insist  that  whipping  should  be  the 
first  resort  of  the  teacher  in  establishing  his  authority  ; 
and  to  show  that  this  is  not  a  dormant  article  of  their 
faith,  they  daily  and  almost  hourly  demonstrate  their 
efficiency  in  the  use  of  the  rod,  so  that  their  pupils 
may  be  living  witnesses  that  they  act  in  accordance 
with  their  creed.  Again,  there  are  others  who  as  ear¬ 
nestly  deny  the  right  of  the  teacher  to  resort  to  the  rod 
at  all,  and  who  urge  with  all  their  power  the  efficacy 
of  moral  suasion  to  subdue  and  control  the  vicious  and 
the  stubborn  in  our  schools  ;  and  who  are  ready  to 
assert  unequivocally  that  no  man  is  fit  to  be  employed 


SCHOOL  GOVERNMENT.  195 

Men  see  differently. — A  privilege  claimed. — Authority  at  any  rate. 

to  teach  the  young,  who  has  not  the  ability  to  govern 
all  the  various  dispositions  he  may  meet  in  any  school, 
without  the  use  of  corporal  punishment. 

I  have  no  disposition  to  question  the  sincerity  and 
honesty  of  each  of  these  classes,  knowing  as  I  do,  that 
different  men  see  with  different  eyes,  even  when  the 
circumstances  are  the  same  ;  much  more  when  their 
circumstances  are  widely  diverse.  I  have  no  bitterness 
of  language  to  apply  to  those  who  go  to  the  extreme  of 
severity  ;  nor  any  sneer  to  bestow  upon  the  name  of 
“  moral-suasionist.”  But  while  I  accord  to  other  men 
the  right  of  expressing  their  own  opinions,  I  claim  the 
same  privilege  for  myself, — yet  without  wishing  to 
obtrude  my  opinions  upon  other  men  any  further  than 
they  will  bear  the  test  of  reason  and  experience. 

It  is  agreed  on  all  hands  that  the  teacher  must  estab¬ 
lish  authority  in  some  way ,  before  he  can  pursue  suc¬ 
cessfully  the  objects  of  his  school.  I  have  described 
the  qualifications  which  the  teacher  should  possess  in 
order  to  govern  well,  and  I  have  also  given  some  of 
the  means  of  securing  good  order  without  a  resort  to 
severity.  Probably  in  a  large  majority  of  our  schools, 
the  teacher  with  these  qualifications  and  the  employ¬ 
ment  of  these  means,  could  succeed  in  establishing 
and  maintaining  good  order  without  any  such  resort. 
This  should  in  my  opinion  always  be  done,  if  possible, 
— and  no  one  will  rejoice  more  than  myself  to  see  the 
day,  should  that  day  ever  come,  when  teachers  shall 
be  so  much  improved  as  to  be  able  to  do  this  univer¬ 
sally.  But  in  writing  on  this  subject,  it  is  the  dictate 


196 


SCHOOL  GOVERNMENT. 


We  must  take  the  world  as  it  is. — Mr.  Mann  quoted. 

of  common  sense  to  take  human  nature  as  it  is,  and 
human  teachers  as  they  are,  and  as  many  of  them  must 
be,  for  some  time  to  come, — and  adapt  our  directions  to 
the  circumstances.  Human  nature,  as  it  is  exhibited 
in  our  children,  is  far  from  being  perfect ;  and  I  am 
sorry  to  say  that  the  parents  of  our  children  often  ex¬ 
hibit  it  in  a  still  less  flattering  light.  Perhaps  no  lan¬ 
guage  of  mine  can  so  well  represent  the  concurrence 
of  circumstances  making  corporal  punishment  neces¬ 
sary  in  our  schools  as  it  has  been  done  by  the  Hon. 
Horace  Mann  in  his  lecture  on  “  School  Punishments.” 
“  The  first  point,”  says  he,  “  which  I  shall  consider,  is, 
whether  corporal  punishment  is  ever  necessary,  in  oui 
schools.  As  preliminary  to  a  decision  of  this  question, 
let  us  take  a  brief  survey  of  facts.  We  have  in  this 
Commonwealth,  [Massachusetts,]  above  one  hundred 
and  ninety-two  thousand  children  between  the  ages  of 
four  and  sixteen  years.  All  these  children  are  not  only 
legally  entitled  to  attend  our  public  schools,  but  it  is 
our  great  desire  to  increase  that  attendance,  and  he 
who  increases  it  is  regarded  a  reformer.  All  that 
portion  of  these  children  who  attend  school,  enter  it 
from  that  vast  variety  of  homes  which  exist  in  the  state. 
From  different  households,  where  the  widest  diversity 
of  parental  and  domestic  influences  prevails,  the  chil¬ 
dren  enter  the  schoolroom,  where  there  must  be  com¬ 
parative  uniformity.  At  home  some  of  these  children 
have  been  indulged  in  every  wish,  flattered  and  smiled 
upon  for  the  energies  of  their  low  propensities,  and 
even  their  freaks  and  whims  enacted  into  household 


SCHOOL  GOVERNMENT. 


197 


Difficulties  to  be  met, — in  children,— in  parents. 


laws.  Some  have  been  so  rigorously  debarred  from 
every  innocent  amusement  and  indulgence,  that  they 
have  opened  for  themselves  a  way  to  gratification, 
through  artifice  and  treachery  and  falsehood.  Others, 
from  vicious  parental  example,  and  the  corrupting  in¬ 
fluences  of  vile  associates,  have  been  trained  to  bad 
habits  and  contaminated  with  vicious  principles,  ever 
since  they  were  born  ; — some  being  taught  that  honor 
consists  in  whipping  a  boy  larger  than  themselves  ; 
others  that  the  chief  end  of  man  is  to  own  a  box  that 
cannot  be  opened,  and  to  get  money  enough  to  fill  it ; 
and  others  again  have  been  taught,  upon  their  father’s 
knees,  to  shape  their  young  lips  to  the  utterance  of 
oaths  and  blasphemy.  Now  all  these  dispositions, 
which  do  not  conflict  with  right  more  than  they  do  with 
each  other,  as  soon  as  they  cross  the  threshold  of  the 
schoolroom,  from  the  different  worlds,  as  it  were,  of 
homes,  must  be  made  to  obey  the  same  general  regula¬ 
tions,  to  pursue  the  same  studies,  and  to  aim  at  the 
same  results.  In  addition  to  these  artificial  varieties, 
there  are  natural  differences  of  temperament  and  dispo¬ 
sition. 

“Again ;  there  are  about  three  thousand  public  schools 
in  the  state,  in  which  are  employed,  in  the  course  of 
the  year,  about  five  thousand  different  persons,  as 
teachers,  including  both  males  and  females.  Except¬ 
ing  a  very  few  cases,  these  five  thousand  persons  have 
had  no  special  preparation  or  training  for  their  employ¬ 
ment,  and  many  of  them  are  young  and  without  expe¬ 
rience.  These  five  thousand  teachers,  then,  so  many 


]  98  SCHOOL  GOVERNMENT. 

A  dilemma. — Neither  horn  to  be  chosen. 

of  whom  are  unprepared,  are  to  be  placed  in  authority 
over  the  one  hundred  and  ninety-two  thousand  children, 
so  many  of  whom  have  been  perverted.  Without 
passing  through  any  transition  state  for  improvement, 
these  parties  meet  each  other  in  the  schoolroom, 
where  mutiny  and  insubordination  and  disobedience 
are  to  be  repressed,  order  maintained,  knowledge  ac¬ 
quired.  He,  therefore,  who  denies  the  necessity  of 
resorting  to  punishment,  in  our  schools, — and  to  cor¬ 
poral  punishment,  too, — virtually  affirms  two  things  : — 
first,  that  this  great  number  of  children,  scooped  up 
from  all  places,  taken  at  all  ages  and  in  all  conditions, 
can  be  deterred  from  the  wrong  and  attracted, to  the 
right  without  punishment ;  and  secondly,  he  asserts 
that  the  five  thousand  persons  whom  the  towns  and 
districts  employ  to  keep  their  respective  schools,  are 
now,  and  in  the  present  condition  of  things,  able  to 
accomplish  so  glorious  a  work.  Neither  of  these  prop¬ 
ositions  am  I  at  present  prepared  to  admit.  If  there 
are  extraordinary  individuals — and  we  know  there  are 
such — so  singularly  gifted  with  talent  and  resources, 
and  with  the  divine  quality  of  love,  that  they  can  win 
the  affection,  and,  by  controlling  the  heart,  can  control 
the  conduct  of  children,  who,  for  years,  have  been 
addicted  to  lie,  to  cheat,  to  swear,  to  steal,  to  fight,  still 
I  do  not  believe  there  are  now  five  thousand  such  indi¬ 
viduals  in  the  state,  whose  heavenly  services  can  be 
obtained  for  this  transforming  work.  And  it  is  useless, 
or  worse  than  useless  to  say,  that  .such  or  such  a  thing 
can  be  done,  and  done  immediately,  without  pointing 


SCHOOL  GOVERNMENT.  199 

A  miracle. — Divisions  in  district.— East  end. — West  end. 

out  the  agents  by  whom  it  can  be  done.  One  who 
affirms  that  a  thing  can  be  done,  without  any  reference 
to  the  persons  who  can  do  it,  must  be  thinking  of 
miracles.  If  the  position  were,  that  children  may  be 
so  educated  from  their  birth,  and  teachers  may  be  so 
trained  for  their  calling,  as  to  supersede  the  necessity 
of  corporal  punishment,  except  in  cases  decidedly 
monstrous,  then  I  should  have  no  doubt  of  its  truth ; 
but  such  a  position  must  have  reference  to  some  future 
period,  which  we  should  strive  to  hasten,  but  ought  not 
to  anticipate.” 

Aside  from  the  causes  demanding  punishment,  so 
ably  portrayed  in  the  passage  just  quoted,  there  is  still 
another,  growing  out  of  divisions  and  quarrels  in  the 
district.  It  is  by  no  means  uncommon,  in  our  districts, 
owing  to  some  local  matter,  or  to  some  disunion  in 
politics  or  religion,  for  the  people  to  be  arrayed,  the 
one  part  against  the  other.  The  inhabitants  of  the 
upper  road  are  jealous  of  the  dwellers  on  the  lower 
road  ;  the  lull  portion  of  the  district  is  aggrieved  by  the 
influence  of  the  valley  portion  ;  the  “  east  end”  com¬ 
plains  of  the  selfishness  of  the  “  west  end,”  and  so  of 
the  north  and  south.  Whenever  a  school-house  is  to 
be  built,  these  different  interests  are  aroused,  and  a 
protracted  and  baleful  quarrel  is  the  result.  One  party 
“  carries  the  day”  by  the  force  of  numbers,  but  the 
prosperity  of  the  school  is  impaired  for  years.  At 
every  district  meeting  there  will  be  the  Same  strife  ffir 
the  mastery.  If  one  division  gains  the  power,  the  other 
bends  its  energies  to  cripple  the  school,  and  to  annoy 


200  SCHOOL  GOVERNMENT. 

“  We  will  see.”— Disobedience  encouraged.— The  teacher’s  course. 

the  teacher  who  may  be  employed  by  the  dominant 
party,  however  excellent  or  deserving  he  may  be.  “  We 
will  see,”  say  those  who  find  themselves  in  the  minority, 
“  we  will  see  whether  this  man  can  keep  our  school  as 
well  as  it  was  done  last  year  by  our  master.”  This  is 
uttered  in  presence  of  their  children — perhaps  their 
half-grown  sons,  who  will  be  very  ready  to  meet  theii 
new  teacher  with  prejudice  and  to  act  out  the  mis 
givings  of  their  parents  as  to  his  success.  When 
the  teacher  first  enters  the  school,  he  is  met  by  oppo 
sition,  even  before  he  has  time  to  make  an  impression 
for  good  ;  opposition,  which  he  can  scarcely  hope  to 
surmount  as  long  as  it  is  thus  encouraged  at  iiome. 
Now  what  shall  he  do?  Shall  he  yield  the  point, 
abandon  the  idea  of  authority,  and  endeavor  to  live 
along  from  day  to  day,  in  the  hope  of  a  more  comforta 
ble  state  of  things  by-and-by  ?  He  may  be  sure  that 
matters  will  daily  grow  worse.  Shall  he  give  up  in 
despair,  and  leave  the  school  to  some  successor  ?  This 
will  only  strengthen  the  opposition  and  make  it  more 
violent  when  the  successor  shall  be  appointed.  It  is 
but  putting  the  difficulty  one  step  farther  off.  Besides, 
if  the  teacher  does  thus  give  up,  and  leave  the  school, 
he  loses  his  own  reputation  as  a  man  of  energy,  and,  in 
the  eyes  of  the  world,  who  perhaps  may  not  know — or 
care  to  know — all  the  circumstances,  he  is  held  ever 
after  as  incompetent  for  the  office. 

Now  it  would  be  very  gratifying  if  the  teacher  un¬ 
der  any  or  all  of  these  difficulties,  could  possess  the 
moral  power  to  quell  them  all  by  a  look  or  by  the  exer- 


SCHOOL  GOVERNMENT.  201 

Shall  he  yield?  No,  no. — Establish  authority. 

cise  of  his  ingenuity  in  interesting  his  pupils  in  their 
studies.  Undoubtedly  there  are  some  men  who  could 
do  it,  and  do  it  most  triumphantly,  so  as  to  make  their 
most  zealous  enemies  in  a  few  days  their  warmest 
friends.  But  there  are  not  many  who  can  work  thus 
at  disadvantage.  What  then  shall  be  done  ?  Shall 
the  school  be  injured  by  being  disbanded,  and  the 
teacher  be  stigmatized  for  a  failure,  when  he  has  been 
employed  in  good  faith  ?  I  say  no.  He  has  the  right 
to  establish  authority  by  corporal  infliction;  and  thus 
to  save  the  school  and  also  save  himself.  And  more 
than  this  ; — if  there  is  reasonable  ground  to  believe  that 
by  such  infliction  he  can  establish  order,  and  thus  make 
nimself  useful,  and  save  the  time  and  the  character  of 
the  school,  he  not  only  has  the  right,  but  he  is  bound 
by  duty  to  use  it.  The  lovers  of  order  in  the  district 
have  a  right  to  expect  him  to  use  it,  unless  by  express 
stipulation  beforehand,  they  have  exempted  him  from  it. 
I  repeat,  then,  that  it  is  the  teacher’s  duty  to  establish 
authority  ;  “  peaceably,  indeed,  if  he  may, — forcibly 
if  he  must.” 

I  ought  in  fairness  here  to  add,  as  I  have  before 
hinted,  that  not  unfrequently  the  necessity  for  corporal 
infliction  exists  in  the  teacher  himself.  This  is  often 
proved  by  a  transfer  of  teachers.  One  man  takes  a 
school,  and  can  only  survive  his  term  by  the  exercise 
of  whipping.  He  is  followed  by  another  who  secures 
good  order  and  the  love  of  the  school  without  any  resort 
to  the  rod.  The  first  declared  that  whipping  was  ne¬ 
cessary  in  his  case  to  secure  good  order,  and  truly  ;  but 


202  SCHOOL  GOVERNMENT. 

Daily  flogging  condemned.— Say  nothing  about  it. 

the  necessity  resided  in  him  and  not  in  the  school.  So 
it  often  does, — and  while  teachers  are  zealously  defend¬ 
ing  the  rod,  they  should  also  feel  the  necessity  of  im¬ 
proving  themselves  as  the  most  effectual  way  to  obviate 
its  frequent  use. 

When  authority  is  once  established  in  a  school,  it  is 
comparatively  easy  to  maintain  it.  There  will  of  course 
be  less  necessity  for  resorting  to  the  rod  after  the  teacher 
has  obtained  the  ascendency,  unless  it  be  in  the  event 
of  taking  some  new  pupil  into  the  school  who  is  dis¬ 
posed  to  be  refractory.  I  have  but  little  respect  for  the 
teacher  who  is  daily  obliged  to  fortify  his  authority  by 
corporal  infliction.  Something  must  be  fundamentally 
wrong  in  the  teacher  whose  machinery  of  government, 
when  once  well  in  motion,  needs  to  be  so  often  forcibly 
wound  up. 

From  what  has  already  been  said,  it  will  be  seen 
that  I  do  not  belong  to  tlie  number  who  affirm  that  the 
rod  of  correction  should  never  he  used  in  schools. 
Nor  am  I  prepared  to  advise  any  teacher  to  publish 
beforehand  that  he  will  not  punish  with  the  rod.  It 
would  always  be  wiser  for  the  teacher  to  say  nothing 
about  it.  Very  little  good  ever  comes  of  threatening 
the  use  of  it.  Threatening  of  any  sort  avails  but  little. 
A  teacher  may  enter  a  school  with  the  determination  to 
govern  it  if  possible  without  force.  Indeed  I  should 
advise  one  always  to  make  this  determination  in  his 
own  mind.  But  whenever  such  a  determination  is 
nublished,  the  probability  of  success  is  very  much 
diminished. 


SCHOOL  GOVERNMENT.  203 

There  is  an  arm  of  power.— Proposed  substitutes. — Solitary  confinement. 

The  true  way  and  the  safe  way,  in  my  opinion,  is  to 
rely  mainly  on  moral  means  for  the  government  of  the 
school, — to  use  the  rod  without  much  threatening,  if 
driven  to  it  by  the  force  of  circumstances,  and  as  soon 
as  authority  is  established,  to  allow  it  again  to  slumber 
with  the  tacit  understanding  that  it  can  be  again  awa¬ 
kened  from  its  repose  if  found  necessary.  The  knowl¬ 
edge  in  the  school  that  there  is  an  arm  of  power,  may 
prevent  any  necessity  of  an  appeal  to  it ;  and  such  a 
knowledge  can  do  no  possible  harm  in  itself.  But  if 
the  teacher  has  once  pledged  himself  to  the  school  that 
he  will  never  use  the  rod,  the  necessity  may  soon  come 
for  him  to  abandon  his  position  or  lose  his  influence 
over  the  pupils. 

As  much  has  been  said  against  the  use  of  the  rod 
in  any  case  in  school  government,  it  may  be  proper  to 
consider  briefly  some  of  the  substitutes  for  it,  which 
have  been  suggested  by  its  opposers. 

Some  have  urged  solitary  confinement.  This  might 
do  in  some  cases.  Undoubtedly  an  opportunity  for 
reflection  is  of  great  use  to  a  vicious  boy.  But  then 
how  inadequate  are  the  means  for  this  kind  of  discipline 
in  our  schools.  Most  of  our  school-houses  have  but 
one  room.  In  such  cases  solitary  confinement  is  out 
of  the  question.  In  other  instances  there  may  be  (as 
there  always  should  be)  a  room,  not  constantly  devoted 
to  the  purposes  of  the  school.  Here  a  pupil  could  be 
confined ;  and  I  have  no  objection  whatever  to  this 
course,  provided  the  room  is  not  a  dark  one,  and  its 
temperature  can  be  comfortable.  But  even  with  this 


-  -  -  » 

204  SCHOOL  GOVERNMENT. 

Its  futility. — Parental  folly. — Expulsion. 

facility,  confinement  cannot  be  relied  on  as  the  only 
punishment,  because  if  offenses  should  multiply,  and 
the  offenders  should  all  be  sent  to  the  same  place,  then 
confinement  would  soon  cease  to  be  solitary  !  And 
suppose  some  philanthropist  should  devise  a  plan  of  a 
school-house  with  several  cells  for  the  accommodation 
of  offenders  ;  still  this  punishment  would  fail  of  its 
purpose.  The  teacher  has  no  power  to  confine  a  pupil 
much  beyond  the  limit  of  school  hours.  This  the 
obstinate  child  would  understand,  and  he  would  there¬ 
fore  resolve  to  hold  out  till  he  must  be  dismissed,  and 
then  he  would  be  the  triumphant  party.  He  could 
boast  to  his  fellows  that  he  had  borne  the  punishment, 
and  that  without  submission  or  promise  for  the  future 
he  had  been  excused  because  his  time  had  expired. 

This  substitute  is  often  urged  by  parents ,  who  have 
tried  it  successfully  in  case  of  their  own  children  in 
their  own  houses,  where  it  was  known  that  it  could 
of  course  be  protracted  to  any  necessary  length.  Be¬ 
sides,  if  the  confinement  alone  was  not  sufficient,  the 
daily  allowance  of  food  could  be  withheld.  Under 
such  circumstances  it  may  be  very  effectual,  as  un¬ 
doubtedly  it  often  has  been  ;  but  he  is  a  very  shallow 
parent  who,  having  tried  this  experiment  upon  a  single 
child,  with  all  the  facilities  of  a  parent,  prescribes  it 
with  the  expectation  of  equal  success  in  the  govern¬ 
ment  of  a  large  school. 

Others  have  urged  the  expulsion  of  such  scholars  as 
are  disobedient.  To  this  it  may  be  replied  that  it  is 
not  quite  certain,  under  existing  laws,  whether  the 


SCHOOL  GOVERNMENT.  205 

Not  expedient. — Why? — Mr.  Mann  quoted. 

teacher  has  the  right  to  expel  a  scholar  from  the 
common  schools  ;  and  some  deny  even  the  right  of  the 
school  officers  to  do  it.  Whether  the  right  exists  or 
not,  it  is  very  questionable  whether  it  is  ever  expedient 
to  expel  a  scholar  for  vicious  conduct ;  and  especially 
in  cases  where  there  is  physical  power  to  control  him. 
The  vicious  and  ignorant  scholar  is  the  very  one  who 
most  needs  the  reforming  influence  of  a  good  educa¬ 
tion.  Sent  away  from  the  fountain  of  knowledge  and 
virtue  at  this — the  very  time  of  need — and  what  may 
we  expect  for  him  but  utter  ruin  ?  Such  a  pupil  most 
of  all  needs  the  restraint  and  the  instruction  of  a 
teacher  who  is  capable  of  exercising  the  one  and 
affording  the  other. 

But  suppose  he  is  dismissed,  is  there  any  reason  to 
hope  that  this  step  will  improve  the  culprit  himself,  or 
better  the  condition  of  the  school  ?  Will  he  not  go  on 
to  establish  himself  in  vice,  unrestrained  by  any  good 
influence,  and  at  last  become  a  suitable  subject  for  the 
severity  of  the  laws,  an  inmate  of  our  prisons,  and 
perhaps  a  miserable  expiator  of  his  own  crimes  upon 
the  gallows  ?  How  many  youth — and  youth  worth 
saving,  too — have  been  thus  cast  out  perversely  to 
procure  their  own  ruin,  at  the  very  time  when  they 
might  have  been  saved  by  sufficient  energy  and  benev¬ 
olence,  no  mortal  tongue  can  tell  !  Nor  is  the  school 
itself  usually  benefited  by  this  measure.  “  For  all 
purposes  of  evil,”  Mr.  Mann  justly  remarks,  “  he  con¬ 
tinues  in  the  midst  of  the  very  children  from  among 
whom  he  was  cast  out ;  and  when  he  associates  with 


206  SCHOOL  GOVERNMENT. 

“  Free  trade.”— A  creed,  and  its  basis.— The  Scriptures. 

them  out  of  school,  there  is  no  one  present  to  abate 
or  neutralize  his  vicious  influences.  If  the  expelled 
pupil  be  driven  from  the  district  where  he  belongs  into 
another,  in  order  to  prevent  his  contamination  at  home, 
what  better  can  be  expected  of  the  place  to  which  he 
is  sent,  than  a  reciprocation  of  the  deed,  by  their 
sending  one  of  their  outcasts  to  supply  his  place  ;  and 
thus  opening  a  commerce  of  evil  upon  free-trade  prin¬ 
ciples.  Nothing  is  gained  while  the  evil  purpose  re¬ 
mains  in  the  heart.  Reformation  is  the  great  desi¬ 
deratum  ;  and  can  any  lover  of  his  country  hesitate 
between  the  alternative  of  forcible  subjugation  and 
victorious  contumacy?”  / 

From  all  that  has  been  said,  it  will  be  seen  that  I  do 
not  hesitate  to  teach  that  corporal  infliction  is  one  of 
the  justifiable  means  of  establishing  authority  in  the 
schoolroom.  To  this  conclusion  I  have  come,  after 
a  careful  consideration  of  the  subject,  modified  by  the 
varied  experience  of  nearly  twenty  years,  and  by  a 
somewhat  attentive  observation  of  the  workings  of  all 
the  plans  which  have  been  devised  to  avoid  its  use  or 
to  supply  its  place.  And  although  I  do  not  understand 
the  Scriptures,  and  particularly  the  writings  of  Solo¬ 
mon,  to  recommend  a  too  frequent  and  ill-considered 
use  of  it,  I  do  not  find  any  thing  in  the  letter  or  spirit 
of  Christianity  inconsistent  with  its  proper  application. 
It  is  the  abuse ,  and  not  the  use  of  the  rod,  against  which 
our  better  feeling,  as  well  as  the  spirit  of  Christianity, 
revolts.  It  is  the  abuse  of  the  rod,  or  rather  the  abuse 
of  children  under  the  infliction  of  the  rod,  that  first 


SCHOOL  GOVERNMENT.  207 

Limitations. — The  best  thing. — Never  in  anger. 

called  forth  the  discussion  referred  to,  and  awakened 
the  general  opposition  to  its  use.  I  am  free  to  admit 
there  has  been  an  egregious  abuse  in  this  matter,  and 
that  to  this  day  it  is  unabated  in  many  of  our  schools. 
I  admit,  too,  that  abuse  very  naturally  accompanies  the 
use  of  the  rod,  and  that  very  great  caution  is  necessary 
in  those  who  resort  to  it,  lest  they  pervert  it.  I  feel 
called  upon  therefore  before  leaving  this  subject  to 
throw  out  for  the  consideration  of  the  young  Teacher 
particularly,  a  few  hints  to  regulate  the  infliction  of 
chastisement,  under  the  head  of 

SECTION  V.- LIMITATIONS  AND  SUGGESTIONS. 

1.  The  teacher  should  be  thoroughly  convinced 
that  the  rod  is  the  best  thing  for  the  specific  case ,  be 
fore  he  determines  to  use  it.  Nor  should  he  hastily  or 
capriciously  come  to  this  conviction.  He  should  care¬ 
fully  and  patiently  try  other  means  first.  He  should 
study  the  disposition  of  the  offender  and  learn  the  ten¬ 
dencies  of  his  mind  ;  and  only  after  careful  delibera¬ 
tion,  should  he  suffer  himself  to  decide  to  use  this 
mode  of  punishment.  In  order  that  the  punishment 
should  be  salutary,  the  scholar  should  plainly  see  that 
the  teacher  resorts  to  it  from  deep  principle ,  from  the 
full  belief  that  under  all  the  circumstances  it  is  the  best 
thing  that  can  be  done. 

2.  The  teacher  should  never  be  under  the  excitement 
of  angry  passion  when  inflicting  the  punishment. 
This  is  of  the  utmost  importance.  Most  of  the  abuses 


208  SCHOOL  GOVERNMENT. 

The  young  Shaker. — Public  opinion. — In  presence  of  the  school. 

before  spoken  of,  grow  out  of  a  violation  of  this  fun¬ 
damental  rule.  A  teacher  should  never  strike  for 
punishment  till  he  is  perfectly  self-possessed,  and  en¬ 
tirely  free  from  the  bitterness  which  perhaps  tinctured 
his  mind  when  he  discovered  the  offense.  It  was  a 
wise  remark  of  a  young  Shaker  teacher,  that  “  no 
teacher  should  strike  a  child  till  he  could  hold  his  army 
So  long  as  the  child  discovers  that  the  teacher  is  under 
the  influence  of  passion,  and  that  his  lip  trembles  with 
pent-up  rage,  and  his  blood  flows  into  his  face  as  if 
driven  by  inward  fires  of  wrath,  he  looks  upon  him,  not 
as  his  friend  seeking  his  welfare,  but  as  his  enemy 
indulging  in  persecution.  This  will  call  forth  the  evil 
passions  of  the  child,  and  while  he  bears  the  pain,  he 
feels  no  real  penitence  ;  and  very  likely  in  the  midst 
of  his  suffering  he  resolves  to  go  and  do  the  same 
again,  out  of  mere  spite. 

It  is  moreover  of  great  consequence  in  the  infliction 
of  a  punishment,  that  the  teacher  should  be  fully  sus¬ 
tained  by  the  public  opinion  of  the  school.  He  can 
never  expect  this  when  he  loses  his  self-control.  If  the 
pupils  see  that  he  is  angry,  they  almost  instinctively 
sympathize  with  the  weaker  party,  and  they  associate 
the  idea  of  injustice  with  the  action  of  the  stronger. 
A  punishment  can  scarcely  be  of  any  good  tendency, 
inflicted  under  such  circumstances. 

3.  Corporal  punishment,  as  a  general  rule,  should 
he  inflicted  in  presence  of  the  school.  I  have  be¬ 
fore  advised  that  reproof  should  be  given  in  private, 
and  assigned  reasons  for  it,  which  were  perhaps 


SCHOOL  GOVERNMENT.  209 

Reasons  for  it. — Punishment  delayed. 

satisfactory  to  the  reader.  But  in  case  of  corporal  pun 
ishment,  the  offense  is  of  a  more  public  and  probably 
of  a  more  serious  nature.  If  inflicted  in  private,  it  will 
still  be  known  to  the  school,  and  therefore  the  reputation 
of  the  scholar  is  not  saved.  If  inflicted  in  the  proper 
spirit  by  the  teacher  and  for  proper  cause,  it  always 
produces  a  salutary  effect  upon  the  school.  But  a  still 
stronger  reason  for  making  the  infliction  public  is,  that 
it  puts  it  beyond  the  power  of  the  pupil  to  misrepresent 
the  teacher ,  as  he  is  strongly  tempted  to  do.  if  he  is 
alone.  He  may  misstate  the  degree  of  severity,  and 
misrepresent  the  manner  of  the  teacher ;  and,  without 
witnesses,  the  teacher  is  at  the  mercy  of  his  reports. 
Sometimes  he  may  ridicule  the  punishment  to  his 
comrades,  and  lead  them  to  believe  that  a  private  in¬ 
fliction  is  but  a  small  matter ;  again,  he  may  exag¬ 
gerate  it  to  his  parents,  and  charge  the  teacher  most 
unjustly  with  unprincipled  cruelty.  Under  these  cir¬ 
cumstances,  I  am  of  the  opinion  that  the  safest  and 
most  effectual  way,  is  to  do  this  work  in  presence  of 
the  school.  An  honest  teacher  needs  not  fear  the  light 
of  day  ;  and  if  he  has  the  right  spirit,  he  needs  not  fear 
the  effect  upon  his  other  pupils.  It  is  only  the  violent, 
angry  punishment  that  needs  to  be  concealed  from  the 
general  eye,  and  that  we  have  condemned  as  improper 
at  any  rate. 

4.  Punishment  may  sometimes  he  delayed ;  and  al¬ 
ways  delayed  till  all  anger  has  subsided  in  the  teacher. 
It  is  often  best  for  all  concerned  to  defer  an  infliction 
for  a  day  or  more.  This  gives  the  teacher  an  opportu- 

14  i 


210  SCHOOL  GOVERNMENT. 

Reason  for  delay. — The  instrument. — Punishment  effectual. 

mty  in  his  cooler  moments  to  determine  more  justly  the 
degree  of  severity  to  be  used.  It  will  also  give  the 
culprit  time  to  reflect  upon  the  nature  of  his  offense 
and  the  degree  of  punishment  he  deserves.  I  may  say 
that  it  is  generally  wise  for  the  teacher  after  promising 
a  punishment  to  take  some  time  to  consider  what  it 
shall  be,  whether  a  corporal  infliction  or  some  milder 
treatment.  If  after  due  and  careful  reflection  he  comes 
conscientiously  to  the  conclusion,  that  bodily  pain  is  the 
best  thing, — while  he  will  be  better  prepared  to  inflict, 
the  pupil  by  similar  reflection  will  be  better  prepared 
to  receive  it  and  profit  by  it. 

5.  A  proper  instrument  should  be  used  and  a  proper 
mode  of  infliction  adopted.  No  heavy  and  hurtful 
weapon  should  be  employed.  A  light  rule  for  the 
hand,  or  a  rod  for  the  back  or  lower  extremities,  may 
be  preferred.  Great  care  should  be  exercised  to  avoid 
injuring  any  of  the  joints  in  the  infliction  ;  and  on  no 
account  should  a  blow  be  given  upon  the  head. 

6.  If  possible,  the  punishment  should  be  made  effec 
tual.  A  punishment  that  does  not  produce  thorough 
submission  and  penitence  in  the  subject  of  it,  can  hardly 
be  said  to  answer  its  main  design.  To  be  sure,  in 
cases  of  general  insubordination  in  the  school,  I  have 
said  that  punishment  may  be  applied  to  one,  having  in 
view  the  deterring  of  others  from  similar  offenses.  But 
such  exemplary  punishment  belongs  to  extreme  cases, 
while  disciplinary  punishment,  which  has  mainly  for 
its  object  the  reformation  of  the  individual  upon  whom 
it  is  inflicted,  should  be  most  relied  on.  Taking  either 


SCHOOL  GOVERNMENT.  211 

Deliberation,  and  thorough  work. — “  Little  whippings.” 

view  of  the  case,  it  should  if  possible  answer  its  design, 
or  it  would  be  better  not  to  attempt  it.  The  teacher’s 
judgment,  therefore,  should  be  very  carefully  exercised 
in  the  matter,  and  all  his  knowledge  of  human  nature 
should  be  called  into  requisition.  If  after  careful  and 
conscientious  deliberation  he  comes  to  the  conclusion 
that  the  infliction  of  pain  is  the  best  thing,  and  to  the 
belief  that  he  can  so  inflict  it  as  to  show  himself  to  the 
school  and  to  the  child,  in  this  act  as  in  all  others,  a 
true  and  kind  friend  to  the  child, — then  he  is  Justified 
in  making  the  attempt ;  and  having  considerately  un¬ 
dertaken  the  case,  it  should  be  so  thorough  as  not  soon 
to  need  repetition. 

I  would  here  take  the  opportunity  to  censure  the 
practice  of  those  teachers  who  punish  every  little  de¬ 
parture  from  duty  with  some  trifling  appliance  of  the 
rod,  which  the  scholar  forgets  almost  as  soon  as  the 
smarting  ceases.  Some  instructors  carry  about  with 
them,  a  ratan  or  stick,  in  order  to  have  it  ready  for 
appliance  as  soon  as  they  see  any  departure  from  their 
commands.  The  consequence  is,  they  soon  come  to 
a  frequent  and  inconsiderate  use  of  it,  and  the  pupils 
by  habit  become  familiar  with  it,  and  of  course  cease 
to  respect  their  teacher  or  to  dread  his  punishments. 
I  have  seen  so  much  of  this,  that  whenever  I  see  a 
teacher  thus  “  armed  and  equipped ,”  I  infer  at  once 
that  his  school  is  a  disorderly  one,  an  inference  almost 
invariably  confirmed  by  a  few  minutes’  observation. 
My  earnest  advice  to  all  young  teachers  would  be, 


212  SCHOOL  GOVERNMENT. 

How  to  discuss  this  subject.— Experience  of  very  young  men. 

next  to  the  habit  of  scolding  incessantly,  avoid  the 
habit  of  resorting  to  the  rod  on  every  slight  occasion. 
When  that  instrument  is  not  demanded  for  some  special 
exigency,  some  great  occasion  and  some  high  purpose, 
allow  it  to  slumber  in  a  private  corner  of  your  desk 
not  again  to  be  called  into  activity  till  some  moral  con 
vulsion  shall  disturb  its  quiet  repose. 

I  have  a  single  caution  to  give  in  regard  to  the  dis 
cussion  of  this  subject,  which  in  all  our  educational 
gatherings  occupies  so  much  time  and  talent.  It  is 
this  : — Do  not  adopt  a  general  principle  from  too  few 
inductions.  There  is  an  old  proverb  that  declares, 
“one  swallow  does  not  make  a  summer.”  , Young 
teachers  are  very  prone  to  rely  on  the  experience  of  a 
single  term.  If  they  have  kept  one  term  without  cor¬ 
poral  punishment,  they  are  very  likely  to  instruct  their 
seniors  with  their  experience ;  and  if  they  have  happened 
to  be  so  situated  as  to  be  compelled  to  save  themselves 
bv  the  rod,  why  then  too  their  experience  forever  settles 
the  question.  It  requires  the  experience  of  more  than 
one ,  or  two ,  or  three  schools ,  to  enable  a  man  to  speak 
dogmatically  on  this  subject ;  and  I  always  smile  when 
I  hear  men,  and  sometimes  very  young  men,  who  have 
never  kept  school  in  their  lives,  perhaps,  or  at  most  but 
a  single  term,  speaking  as  with  the  voice  of  authority 
Experience  is  indeed  one  of  our  safest  guides  in  this  as 
in  every  other  matter ;  but  they  who  tell  their  expe 
rience  should  at  least  wait  till  they  have  that  which  is 
worthy  to  be  told. 

There  is  another  point.  It  is  quite  fashionable  at  the 


SCHOOL  GOVERNMENT.  213 

Resolutions  -A  false  position. — French  resolution. 

present  day,  whenever  this  subject  is  to  be  discussed, 
to  propose  the  matter  in  the  form  of  a  resolution  ;  as, 
“  Resolved,  that  no  person  is  fit  to  be  employed  as  a 
teacher,  who  cannot  govern  his  scholars  by  holier  means 
than  bodily  chastisement or,  “  Resolved,  that  no  limit 
should  be  set  to  the  teacher’s  right  to  use  the  ‘  rod  of 
correction,’  and  that  they  who  denounce  the  teachers 
for  resorting  to  it  are  unworthy  of  our  confidence  in 
matters  of  education.”  Now  whoever  presents  the 
question  in  this  form,  assumes  that  he  has  drawn  a  line 
through  the  very  core  of  the  truth  ;  and  he  undertakes 
to  censure  all  those  who  are  unwilling  to  square  their 
opinions  by  the  line  thus  drawn.  In  the  discussion  a 
man  must  take  one  side  or  the  other  of  the  question  as 
it  is  proposed,  and  consequently  he  may  take  a  false 
position.  The  better  way  would  be  to  present  the 
whole  subject  as  matter  of  free  remark,  and  thus  leave 
every  one  to  present  his  own  views  honestly  as  they 
lie  in  his  own  mind.  In  this  way  no  one  is  pledged  to 
this  or  that  party,  but  is  left  unprejudiced  to  discover 
and  embrace  the  truth  wherever  it  is  found. 

It  should  moreover  be  remembered,  that  resolving 
by  the  vote  of  a  meeting  in  order  to  force  public  opinion , 
can  never  affect  the  truth.  A  few  impious,  heaven¬ 
daring  men  in  France,  at  one  of  their  revels,  once 
resolved ,  “  there  is  no  God  !” — but  did  this  blasphe¬ 
mous  breath  efface  the  impress  of  Deity  on  all  this  fair 
creation  of  his  power  ?  And  when  they  rose  from  their 
vile  debauch  and  sought  with  tottering  step  to  leave  the 
scene  of  madness  and  to  court  the  dim  forgetfulness  of 


214  SCHOOL  GOVERNMENT. 

A  more  excellent  way. — Higher  motives  first. 

sleep, — rolled  not  the  shining  orbs  in  heaven’s  high  arch 
above  them  as  much  in  duty  to  His  will,  as  when  they 
sang  together  to  usher  in  creation’s  morning  ?  So  it 
will  ever  be.  Men  may  declare,  and  resolve  as  they 
please  ;  but  truth  is  eternal  and  unchangeable  :  and 
they  are  the  wisest  men  who  modestly  seek  to  find  her 
as  she  is,  and  not  as  their  perverted  imaginations  would 
presume  to  paint  her. 

Yet  after  all,  in  the  government  of  schools,  there  is 
a  more  excellent  way.  There  are  usually  easier  avenues 
to  the  heart,  than  that  which  is  found  through  the  in¬ 
teguments  of  the  body.  Happy  is  that  teacher  who  is 
so  skillful  as  to  find  them  ;  and  gladly  would  I  welcome 
the  day  when  the  number  of  such  skillful  and  devoted 
teachers  should  render  any  further  defence  of  the  rod 
superfluous.  Although  I  believe  that  day  has  not  yet 
arrived,  still,  in  the  mean  time,  I  most  earnestly  urge 
all  teachers  to  strive  to  reach  the  higher  motives  and 
the  finer  feelings  of  the  young,  and  to  rely  mainly  for 
success,  not  upon  appeals  to  fear  and  force,  but  upon 
the  power  of  conscience  and  the  law  of  reciprocal 
affection. 

As  I  have  placed  the  higher  motives  and  the  more 
desirable  means  first  in  order  in  these  remarks  on 
government,  so  I  would  always  have  them  first,  and 
perseveringly  employed  by  the  teacher ;  and  if  by  ear¬ 
nestness  in  his  work,  by  unfeigned  love  for  the  young, 
by  diligence  in  the  study  of  their  natures,  and  the  adapt¬ 
ation  of  means  to  ends  which  true  benevolence  is  sure 


SCHOOL  GOVERNMENT 


215 

Minimum  the  maximum ! 

to  suggest,  he  can  govern  successfully  without  corporal 
punishment — as  in  a  large  proportion  of  cases  I  believe 
it  can  be  done — none  will  rejoice  more  than  I  at  such  a 
desirable  result ; — and  I  most  cordially  subscribe  to 
the  principle  so  happily  stated  by  another,  that  in  the 
government  of  schools,  if  thorough  obedience  be  but 
secured  and  order  maintained,  other  things  being  equal, 

“  THE  MINIMUM  OF  PUNISHMENT  TS  THE  MAXIMUM  OF 
EXCELLENCE  ” 


216  SCHOOL  ARRANGEMENTS. 

A  plan.— Forethought. — An  eventful  moment. 


CHAPTER  X. 

SCHOOL  ARRANGEMENTS. 

Every  teacher  before  opening  a  school  should  have 
some  general  plan  in  his  mind,  of  what  he  intends  to 
accomplish.  In  every  enterprise  there  is  great  advan¬ 
tage  to  be  derived  from  forethought, — and  perhaps  no¬ 
where  is  the  advantage  greater  than  in  the  business  of 
teaching.  The  day  of  opening  a  school  is  an  eventful 
day  to  the  young  teacher.  A  thousand  things  crowd 
upon  him  at  the  same  time,  and  each  demands  a  prompt 
and  judicious  action  on  his  part.  The  children  to  the 
number  of  half  a  hundred  all  turn  their  inquiring  eyes 
to  him  for  occupation  and  direction.  They  have  come 
full  of  interest  in  the  prospects  of  the  new  school,  ready 
to  engage  cheerfully  in  whatever  plans  the  teacher  may 
have  to  propose  ;  and,  I  was  about  to  say,  just  as  ready 
to  arrange  and  carry  into  effect  their  own  plans  of  dis¬ 
order  and  misrule,  if  they,  unhappily  for  him  and  for 
themselves,  find  he  has  no  system  to  introduce. 

What  a  critical — what  an  eventful  moment  is  this 
first  day  of  the  term  to  all  concerned  !  The  teacher’s 
success  and  usefulness, — nay,  his  reputation  as  an 
efficient  instructor, — now  “  hang  upon  the  decision  of 
an  hour.”  An  hour,  too,  may  almost  foretell  whether 


SCHOOL  ARRANGEMENTS.  217 

_  Angelic  solicitude. — Low  qualifications. 

lie  precious  season  of  childhood  and  youth  now  before 
these  immortals,  is  to  be  a  season  of  profit  and  health¬ 
ful  culture  under  a  judicious  hand,  or  a  season  of 
wasted — perhaps  worse  than  wasted — existence,  under 
the  imbecility  or  misguidance  of  one  who  “  knows  not 
what  he  does  or  what  he  deals  with.” 

If  angels  ever  visit  our  earth  and  hover  unseen 
around  the  gatherings  of  mortals  to  survey  their  ac¬ 
tions  and  contemplate  their  destiny  as  affected  by 
human  instrumentality,  it  seems  to  me  there  can  be  no 
spectacle  so  calculated  to  awaken  their  interest  and 
enkindle  their  sympathy  as  when  they  see  the  young 
gathering  together  from  their  scattered  homes  in  some 
rural  district,  to  receive  an  impress,  for  weal  or  wo, 
from  the  hand  of  him  who  has  undertaken  to  guide 
them.  And,  supposing  them  to  have  the  power  to  ap¬ 
preciate  to  the  full  extent  the  consequences  of  human 
agency,  how  must  they  be  touched  with  emotions  of 
joy  and  gratitude,  or  shudder  with  those  of  horror  and 
dread,  as  they  witness  the  alternations  of  wisdom  and 
folly,  seriousness  and  indifference,  sincerity  and  dupli¬ 
city,  purity  and  defilement,  exhibited  by  him  who  has 
assumed  to  be  at  once  the  director  and  exemplar  in  the 
formation  of  human  character,  at  such  an  important 
period.  How  deplorable  is  the  thought  that  all  the  fond 
hopes  of  the  parents,  all  the  worthy  aspirings  of  the 
children,  and  all  the  thrilling  interests  of  higher  beings, 
are  so  often  to  be  answered  by  qualifications  so  scanty, 
and  by  a  spirit  so  indifferent  in  the  teacher  of  the  young. 

How  sad  the  thought  that  up  to  this  very  moment  so 

♦ 


218  SCHOOL  ARRANGEMENTS. 

The  first  day.— A  suggestion. — Its  advantages. 

pregnant  with  consequences  to  all  concerned,  there  has 
been  too  often  so  little  of  preparation  for  the  responsi¬ 
bility. 

I  fain  would  impress  the  young  teacher  with  the 
importance  of  having  a  plan  for  even  the  first  day  of  the 
school.  It  will  raise  him  surprisingly  in  the  estimation 
of  the  pupils  and  also  of  the  parents,  if  he  can  make  an 
expeditious  and  efficient  beginning  of  the  school.  While 
the  dull  teacher  is  slowly  devising  the  plans  he  will  be 
and  by  present  for  the  employment  and  improvement 
of  his  school,  the  children  taking  advantage  of  their  own 
exemption  from  labor,  very  promptly  introduce  their 
own  plans  for  amusing  themselves  or  for  annoying 
him  ; — whereas  if  he  could  but  have  his  own  plans  al¬ 
ready  made,  and  could  promptly  and  efficiently  carry 
them  into  execution,  he  -  would  forestall  their  mis¬ 
chievous  designs,  and  make  co-operators  out  of  his 
opposers. 

In  order  to  be  sure  of  a  successful  commencement, 
I  would  recommend  that  the  teacher  should  go  into  the 
district  a  few  days  before  the  school  is  to  begin.  By 
careful  inquiry  of  the  trustees  or  the  school  committee, 
he  can  ascertain  what  is  the  character  of  the  district 
and  the  wants  of  the  school.  This  will  afford  him  con¬ 
siderable  aid.  But  he  should  do  more  than  this.  He 
would  do  well  to  call  on  several  of  the  families  of  the 
district  whose  children  are  to  become  members  of  his 
school.  This  he  can  do  without  any  ceremony,  simply 
saying  to  them  that,  as  he  has  been  appointed  their 
teacher,  he  is  desirous  as  far  as  he  may,  to  ascertain 


SCHOOL  ARRANGEMENTS.  219 

Important  inquiries. — Caution  against  meanness. 

their  wants,  in  order  to  be  as  prompt  as  possible  in  the 
organization  of  his  school.  He  will  of  course  see  the 
children  themselves.  From  them  he  can  learn  what 
was  the  organization  of  the  school  under  his  prede¬ 
cessor  ;  how  many  studied  geography,  how  many  arith¬ 
metic,  grammar,  &c. ;  and  he  can  also  learn  whether 
the  former  organization  was  satisfactory  to  the  district 
or  not.  The  modes  of  government,  and  the  methods 
of  interesting  the  pupils  practised  by  the  former 
teacher,  would  be  likely  to  be  detailed  to  him  ;  and 
from  the  manner  of  both  parents  and  children,  he  could 
judge  whether  similar  methods  would  still  be  desirable 
in  the  district.  By  calling  on  several  of  the  largest 
families  in  this  way,  he  would  learn  beforehand  very 
accurately  the  state  of  the  school  and  the  state  of  the 
district. 

I  will  take  this  occasion  to  insist  that  the  teacher, 
in  these  visits,  should  heartily  discourage  any  for¬ 
wardness,  so  common  among  children,  to  disparage 
a  former  teacher.  It  should  be  his  sole  object  to  gain 
useful  information.  He  should  give  no  signs  of  pleas¬ 
ure  in  listening  to  any  unfavorable  statements  as  to  his 
predecessor ;  and  I  may  add  that  during  the  progress 
of  the  school,  he  should  ever  frown  upon  any  attempt 
on  the  part  of  the  pupils  to  make  comparisons  deroga¬ 
tory  to  a  former  teacher.  This  is  a  practice  altogether 
too  prevalent  in  our  schools  ;  and  I  am  sorry  to  say 
there  are  still  too  many  teachers  who  are  mean  enough 
to  countenance  it.  Such  a  course  is  unfair,  because 
the  absent  party  may  be  grossly  misrepresented ;  it  is 


220  SCHOOL  ARRANGEMENTS. 

Making  personal  friends. — A  common  error. — Mr.  Abbot. 

dangerous,  because  it  tends  to  cultivate  a  spirit  of 
detraction  in  the  young ;  and  it  is  mean ,  because  the 
party  is  absent  and  has  no  opportunity  of  defending 
himself. 

Another  important  advantage  of  the  visits  proposed 
would  be,  that  he  would  make  the  acquaintance  of  many 
of  the  children  beforehand,  and  very  likely,  too,  if  he 
should  go  in  the  right  spirit  and  with  agreeable  manners, 
he  would  make  a  favorable  impression  upon  them,  and 
thus  he  would  have  personal  friends  on  his  side  to 
begin  with.  The  parents  too  would  see  that  he  took 
an  interest  in  his  employment ;  that  he  had  come 
among  them  in  the  spirit  of  his  vocation — in  the 'spirit 
of  earnestness,  and  they  would  become  interested  in 
his  success, — a  point  of  no  small  importance. 

I  might  here  caution  the  teacher  against  a  very  com¬ 
mon  error.  He  should  not  confine  his  visits  to  the 
more  wealthy  and  influential  families.  The  poor  and 
the  humble  should  receive  his  attentions  as  soon  as  the 
rich.  From  the  latter  class  very  likely  a  large  portion 
of  his  school  will  come  ;  and  it  is  wrong  in  principle  as 
well  as  policy  to  neglect  those  who  have  not  been  as 
successful  as  others  in  the  one  item  of  accumulating 
property. 

On  the  day  of  opening  the  school  he  should  be  early 
at  the  school-house.  Mr.  Abbot,  in  his  Teacher,  has 
some  valuable  suggestions  on  this  point.  “  It  is  desi¬ 
rable,”  he  says,  “  that  the  young  teacher  should  meet 
his  scholars  at  first  in  an  unofficial  capacity.  For  this 
purpose,  he  should  repair  to  the  schoolroom,  on  the  first 


SCHOOL  ARRANGEMENTS.  221 

Early  at  the  school. — Why  1 — It  should  be  habitual. 

day,  at  an  early  hour,  so  as  to  see  and  become  ac¬ 
quainted  with  the  scholars  as  they  come  in,  one  by  one. 
He  may  take  an  interest  with  them  in  all  the  little  ar¬ 
rangements  connected  with  the  opening  of  the  school. 
The  building  of  the  fire,  the  paths  through  the  snow,  the 
arrangement  of  seats,  calling  upon  them  for  information 
or  aid,  asking  their  names,  and,  in  a  word,  entering  fully 
and  freely  into  conversation  with  them,  just  as  a  parent, 
under  similar  circumstances,  would  do  with  his  children. 
All  the  children  thus  addressed  will  be  pleased  with  the 
gentleness  and  affability  of  the  teacher.  Even  a  rough 
and  ill-natured  boy,  who  has  perhaps  come  to  the  school 
with  the  express  determination  of  attempting  to  make 
mischief,  will  be  completely  disarmed  by  being  asked 
pleasantly  to  help  the  teacher  fix  the  fire,  or  alter  the 
position  of  a  desk.  Thus  by  means  of  the  half  hour 
during  which  the  scholars  are  coming  together,  the 
teacher  will  find,  when  he  calls  upon  the  children  to 
take  their  seats,  that  he  has  made  a  large  number  of 
them  his  personal  friends.  Many  of  these  will  have 
communicated  their  first  impressions  to  others,  so  that 
he  will  find  himself  possessed,  at  the  outset,  of  that 
which  is  of  vital  consequence  in  opening  any  adminis¬ 
tration — a  strong  party  in  his  favor.” 

It  will  be  well  for  the  teacher,  for  several  days,  both 
in  the  morning  and  afternoon,  to  be  early  at  the  school¬ 
room.  He  can  thus  continue  his  friendly  intercourse 
with  the  pupils,  and  effectually  prevent  any  concerted 
action  among  them  at  that  hour  to  embarrass  his  gov¬ 
ernment.  Many  a  school  has  been  seriously  injured,  if 


222  SCHOOL  ARRANGEMENTS. 

Roguery  promoted.— A  day’s  work.— “  What  shall  I  do?” 

not  broken  up,  by  the  scholars’  being  allowed  to 
assemble  early  at  the  school  with  nothing  to  occupy 
them  and  no  one  to  restrain  them.  Having  so  con¬ 
venient  an  opportunity  for  mischief,  their  youthful 
activity  will  be  very  likely  to  find  egress  in  an  evil 
direction.  Many  a  tale  of  roguery  could  be  told 
founded  upon  the  incidents  of  the  schoolroom  before 
school  hours,  if  those  who  have  good  memories  would 
but  reveal  their  own  experience  ; — roguery  that  never 
would  have  occurred,  had  the  teacher  adopted  the 
course  here  suggested. 

SECTION  I. — PLAN  OF  THE  DAY’S  WORK.  ' 

It  will  be  remembered  by  many  of  the  readers  of 
this  volume,  that  in  former  times  numerous  teachers 
were  accustomed' to  work  without  a  plan,  attempting  to 
do  their  work  just  as  it  happened  to  demand  attention, 
but  never  taking  the  precaution  to  have  this  demand 
under  their  own  control.  If  one  scholar  or  class  was 
not  ready  to  recite,  another  would  be  called  ;  and  there 
being  no  particular  time  for  the  various  exercises,  the 
school  would  become  a  scene  of  mere  listlessness  ;  and 
the  teacher  would  hardly  know  how  to  find  employment 
for  himself  in  the  school. 

I  shall  make  this  point  clearer  by  an  example. 
Having  occasion,  in  an  official  capacity,  to  visit  a  school 
which  had  been  kept  by  a  young  teacher  some  two 
weeks,  she  very  naturally  asked — “  What  shall  I  do 
first,  this  afternoon 


SCHOOL  ARRANGEMENTS.  223 

“Yes,  m’m.” — Veto. — A  hard  time. — A  hint  given. 

“  Do  precisely  as  you  would  if  I  had  not  come  in,” 
was  the  reply. 

She  looked  a  little  perplexed.  At  length  she 
doubtingly  asked, — “  Is  the  geography  lesson  ready 

“  Yes,  m’m” — “  No,  m’m” — “Yes,  m’m,” — was  the 
ambiguous  reply  from  the  class.  There  was  so  much 
of  veto  in  the  looks  of  the  young  geographers,  that  it 
amounted  to  prohibition. 

“  Well,  are  the  scholars  in  Colburn’s  arithmetic 
ready  ?” 

This  was  said  with  more  of  hope  ;  but  the  same 
equivocal  answer  was  vociferated  from  all  parts  of  the 
room.  The  teacher,  placing  her  finger  upon  her  lip, 
looked  despairingly  ;  but  recollecting  one  more  resort, 
she  said, — “  Is  the  grammar  class  ready  ?” 

Again  came  the  changes  on  “  Yes,  m’m,”  and  “  No, 
m’m.” 

The  teacher  gave  up,  and  asked  what  she  should  do. 
She  was  again  told  to  go  on  as  usual  for  that  afternoon. 
It  was  a  tedious  afternoon  to  her  as  it  was  to  her 
visitor.  She  at  length  called  one  of  the  classes,  unpre¬ 
pared  as  many  of  them  said  they  were,  and  the  exercise 
showed  that  none  but  thc^e  who  said  “  Yes,  m’m”, were 
mistaken.  The  whole  afternoon  seemed  to  be  one  of 
pain  and  mortification  to  all  concerned  ;  and  I  fancied 
I  could  almost  read  in  the  knitted  brow  of  the  teacher 
a  declaration  that  that  should  be  her  last  school. 

At  the  close  of  the  afternoon,  a  single  hint  was  sug¬ 
gested  to  her, — viz.,  that  she  should  make  out  a  list  of 
her  scholars’  duties,  and  the  times  when  they  should  be 


SCHOOL  ARRANGEMENTS. 


224 

Improvement. — A  case  supposed. — Classification. 

expected  to  recite  their  several  lessons.  She  was  told 
that  it  would  be  well  to  explain  this  plan  of  her  day’s 
work  to  her  school  in  the  morning,  and  then  never 
again  ask  whether  a  class  was  ready.  The  hint  was 
taken ;  and  on  subsequent  visitations  the  several 
classes  were  ever  ready  to  respond  to  the  call  of  their 
instructor. 

Now  this  matter  is  no  unimportant  one  to  the  teacher. 
Indeed  I  judge  of  a  teacher’s  ability  very  much  by  the 
wisdom  and  tact  with  which  he  apportions  his  time  for 
his  own  duties,  and  divides  the  time  of  his  scholars 
between  their  studies  and  recitations. 

In  order  to  aid  the  young  teacher  in  forming  a  plan 
for  himself,  I  subjoin  a  scheme  of  a  dray’s  duties , 
adapted  to  a  school  of  the  simplest  grade.  Suppose  a 
school  to  consist  of  thirty  scholars,  and  that  the  teacher 
finds  by  inquiry  and  by  examination  that  there  may  be 
four  grand  divisions  ;  the  first,  which  he  designates  [A,] 
may  unite  in  pursuing  Reading,  Grammar,  Mental 
Arithmetic,  Written  Arithmetic,  and  Writing.  The 
second,  [B,]  can  pursue  Reading,  Spelling,  Writing, 
Geography,  Mental  and  Written  Arithmetic.  The 
third,  [C,]  attend  to  Reading,  Spelling,  Mental  Arith¬ 
metic,  Writing,  and  Geography.  The  fourth,  [D,] 
consisting  of  the  small  pupils,  attend  to  Reading,  Spell¬ 
ing,  Tables,  and  sundry  slate  exercises. 

Now  it  is  very  desirable  that  as  much  time  should 
be  devoted  to  recitation  as  can  be  afforded  to  each 
class.  It  may  be  seen  at  onc^,  that  in  certain  studies,  as 
geography,  mental  arithmetic,  and  spelling — the  teacher 


SCHOOL  ARRANGEMENTS. 


oqc; 

Preliminary  considerations. — A  scheme. 

can  as  well  attend  to  fifteen  at  once  as  to  seven.  In 
these  studies,  unless  the  disparity  in  age  and  attain¬ 
ment  is  very  great,  two  divisions  can  very  properly 
be  united.  All  can  be  taught  writing  at  once,  thus 
receiving  the  teacher’s  undivided  attention  for  the  time. 
Besides,  it  is  necessary  to  reserve  some  little  time  for 
change  of  exercises,  and  also  for  the  interruptions 
which  must  necessarily  occur.  The  recesses  are  to 
be  provided  for,  and  some  time  may  be  needed  for 
investigation  of  violations  of  duty,  and  for  the  punish¬ 
ment  of  offenders.  All  this  variety  of  work  will  occur 
in  every  school,  even  the  smallest.  Now,  if  the  teacher 
does  not  arrange  this  in  accordance  with  some  plan,  he 
will  be  very  much  perplexed,  even  in  a  small  school ; 
and  how  much  more  in  a  large  one  !  He  will  do  well 
very  carefully  to  consider  the  relative  importance  of 
each  exercise  to  be  attended  to,  and  then  to  write  out 
his  scheme  somewhat  after  the  following  model.  It 
must  not  be  forgotten  that  studying  is  also  to  be 
provided  for,  and  that  it  is  just  as  important  that 
the  pupils  should  be  regular  in  this  as  in  recitation. 
Indeed,  without  such  regularity  he  cannot  expect  ao 
ceptable  recitations. 

15 


22 6  SCHOOL  ARRANGEMENTS. 


Program. 

For  the  above  supposed  circumstances. 


Time. 

M. 

Recitations ,  <J-c. 

Studies. 

9  to  9.15 

15 

Reading  Script.,  &  Prayer. 

9.15  to  9.40 

25 

$  D.  Reading,  Spelling,  or  ? 

<  Tables.  ) 

A.  Reading;  B.  Arith. ; 
C.  Geography. 

9.40  to  9.42 

2 

Rest,  Change  of  Classes,  &c. 

9.42  to  10 

18 

A.  Reading. 

S  B.  Arith. ;  C.  Geog. ; 
l  D.  Slates. 

10  to  10.5 

$  Rest,  Singing,  or  An- 

5 

1  swering  Questions. 

10.5  to  10.25 

20 

B.  Arithmetic. 

$  A.  Gram. ;  C.  Geog. ; 
i  D.  Books  or  Cards. 

10.25  to  10.28 

3 

Rest,  &c. 

10.28  to  10.48 

20 

B.  &  C.  Geography. 

A.  Gram. ;  D.  Recess. 

10.48  to  11 

12 

Recess. 

11  to  11.15 

15 

D.  Reading,  &c. 

$  A. Gram. ;  B.  M.  Arith.; 
\  C.  Spelling. 

11.15  to  11.35 

20 

A.  Grammar. 

$  B.  Speding  :  C.  Spell- 
<  ing ;  D.  Slates. 

11.35  to  11.50 

15 

B.  &  C.  Spelling. 

$  A.  M. Arith. ;  D.  Books 
(  or  Cards. 

11.50  to  12 

10 

General  Exercise. 

Intermission. 

2  to  2.15 

15 

D.  Reading,  Spelling,  Tables. 

S  A.  Arith. ;  B.  Reading ; 
(  C.  Reading. 

2.15  to  2.45 

30 

A.  B.  &  C.  Writing. 

D.  Slates. 

2.45  to  3.10 

25 

A.  &  B.  Mental  Arithmetic. 

C.  M.  Arith. ;  D.  Recess. 

3.10  to  3.30 

20 

C.  Reading. 

$  A.  Arith. ;  B.  Arith. ; 
1  D.  Books,  &c. 

3.30  to  3.40 

10 

Recess. 

3.40  to  4 

20 

B.  Reading. 

$  A.  Arith..;  C.  M. Arith.; 
(  D.  Drawing. 

4  to  4.5 

5 

Rest,  or  Singing. 

4.5  to  4.25 

20 

C.  Mental  Arithmetic. 

$  A.  Read. ;  B.  Arith.  or 
\  Draw. ;  D.  Slates. 

4.25  to  4.55 

30 

A.  Arithmetic. 

$  B.  Arith.  or  Draw. ;  C. 
1  Draw.;  D.  Dismissed. 

4.55  to  5 

5 

Gen.  Exer.  and  Dismission. 

SCHOOL  ARRANGEMENTS.  227 

A  clock. — Study  provided  for. — Drawing. 


Remarks. 

In  the  foregoing  Program,  the  first  column  shows 
the  division  of  time ,  and  the  portion  allowed  to  each 
exercise.  I  need  not  say  the  teacher  should  be  strictly 
punctual.  To  this  end  a  clock  is  a  very  desirable 
article  in  the  school.  Both  teacher  and  pupils  would 
be  benefited  by  it.  The  second  column  shows  the 
recitations ,  admitting  perhaps  some  variety,  especially 
in  case  of  the  younger  children  ;  while  the  third  shows 
the  occupation  of  those  classes  which  are  not  engaged 
in  recitation. 

It  will  be  seen  that  the  classes  are  studying  those 
lessons  which  they  are  soon  to  recite  ;  and,  as  in  this 
case  it  is  supposed  that  all  the  lessons  will  be  learned 
in  school,  each  one  has  been  provided  for.  It  would 
be  well,  however,  in  practice  to  require  one  of  the 
studies  to  be  learned  out  of  school,  in  which  case  no 
time  should  be  allowed  to  the  study  of  that  branch  in 
the  program. 

It  will  be  perceived  that  drawing  is  placed  as  the 
occupation  of  the  younger  classes  near  the  close  of 
the  afternoon.  This  is  based  upon  the  supposition, 
that  the  teacher  during  recess  has  placed  an  example 
on  the  blackboard,  to  be  copied  by  the  children  upon 
their  slates.  This  is  perhaps  the  most  effectual  way 
to  teach  drawing  to  children.  Those  more  advanced, 
however,  may  use  paper  and  pencil,  and  draw  from 
an  engraved  copy,  or  from  a  more  finished  specimen 


228  SCHOOL  ARRANGEMENTS. 

An  assistant. — A  large  school. — Alternation.— Thorough  work. 

furnished  from  the  teacher’s  portfolio.  It  is  essential 
that  the  teacher  should,  if  possible,  give  some  speci¬ 
mens  of  his  own  in  this  branch.  I  have  seldom 
known  a  teacher  to  excite  an  interest  in  drawing, 
who  relied  altogether  upon  engravings  as  models  for 
imitation. 

It  should  be  remarked  further  concerning  such  a 
program,  that  in  case  of  an  assistant  in  the  school, 
two  columns  under  the  head  of  Recitations  should  be 
formed — one  for  the  principal’s  classes,  and  one  for  the 
assistant’s.  If  there  are  a  few  talented  scholars,  who 
are  able  to  do  more  than  their  class,  they  can  be 
allowed  to  join  some  of  the  classes  out  of  their  divi¬ 
sion,  or  they  may  be  provided  with  an  extra  study, 
which  will  not  need  daily  recitation. 

In  case  the  school  is  much  larger  than  the  one  sup 
posed  above,  and  the  classes  necessarily  so  numerous 
as  to  make  the  time  allowed  to  each  study  very  short, 
then  the  principle  of  alternation  may  be  introduced  ; 
that  is,  some  studies  may  be  recited  Mondays,  Wednes¬ 
days,  and  Fridays, — and  some  other  studies,  with  other 
classes,  take  their  places  on  the  alternate  days.  It  is 
decidedly  better  for  the  teacher  to  meet  a  class,  in 
arithmetic  for  instance,  especially  of  older  pupils,  but 
twice  o;  three  times  a  week,  having  time  enough  at 
each  meeting  to  make  thorough  work,  than  to  meet 
them  daily,  but  for  a  time  so  short  as  to  accomplish 
but  little.  The  same  remark  may  be  applied  to  read¬ 
ing,  and  indeed  almost  any  other  branch.  The  idea  is 
a  mischievous  one,  that  every  class  in  reading,  or  in 


SCHOOL  ARRANGEMENTS.  229 

Nibbling. — Difficulty  of  classifying. — Way  to  correct  a  scheme. 

any  other  branch,  must  be  called  out  four  times  a  day, 
or  even  twice  a  day, — except  in  the  case  of  very  young 
children.  It  may  be  compared  to  nibbling  at  a  cracker 
as  many  times  in  a  day,  without  once  taking  a  hearty 
meal, — a  process  which  would  emaciate  any  child  in 
the  course  of  three  months.  These  scanty  nibblings 
at  the  table  of  knowledge,  so  often  and  so  tenaciously 
practised,  may  perhaps  account  for  the  mental  emacia¬ 
tion  so  often  discoverable  in  many  of  our  schools. 

The  difficulty  of  classifying  and  arranging  the  exer 
cises  of  a  school,  becomes  greater  as  the  number  of 
teachers  to  be  employed  increases  ;  and  there  is  much 
greater  inconvenience  in  allowing  any  pupils  to  study 
out  of  their  own  division,  when  the  number  of  teachers 
is  more  than  one  or  two.  Few  are  aware  of  the  diffi¬ 
culty  of  arranging  the  exercises  of  a  large  school,  but 
those  who  have  experienced  it.  It  can  be  done,  how¬ 
ever;  and  it  should  always  be  done  as  soon  as  possible 
after  commencing  the  school. 

If  at  any  time  the  arrangement  when  made  is  not 
found  to  be  perfect,  it  is  not  wise  to  change  it  at  once. 
Let  it  go  on  a  few  days,  and  watch  its  defects  with 
great  care  ;  and  in  the  mean  time  study,  out  of  school, 
to  devise  a  better.  When  this  has  been  accomplished, 
and  committed  to  paper,  and  perfectly  comprehended 
by  the  teacher,  it  may  be  posted  up  in  the  schoolroom, 
and  the  day  announced  when  it  will  go  into  operation. 
It  will  soon  be  understood  by  the  pupils,  and  the  change 
can  thus  be  made  without  the  loss  of  time. 

Time  for  reviews  of  the  various  lessons  could  be 


230  SCHOOL  ARRANGEMENTS. 

Program  of  a  large  school. — Next  page. 

found  by  setting  aside  the  regular  lessons  for  some 
particular  day,  once  a  week,  or  once  in  two  weeks  ; 
and  for  composition,  declamation,  &c.,  a  half  day 
should  be  occasionally  or  periodically  assigned. 

In  order  to  give  the  reader  a  more  complete  idea  of 
arrangement  under  varied  circumstances,  I  subjoin  the 
program  of  the  New  York  State  Normal  School,  as 
copied  by  the  Executive  Committee  in  their  Annual 
Report,  made  January,  1846. 

It  should  be  borne  in  mind  that  this  was  the  pro¬ 
gram  for  only  a  part  of  one  term  ;  and  also  that  in  this 
Institution,  the  studying  is  done  out  of  school  hours, 
the  time  of  regular  session,  with  very  few  exceptions, 
being  entirely  devoted  to  recitations  or  general  instruc¬ 
tion  See  next  page. 


* 

I 

I 

| 

\ 


SCHOOL  ARRANGEMENTS 


231 


Program  of  New -York  State  Normal  School. 

October  20,  1845,  and  onward. 


Time. 

Exercises. 

Teachers. 

9  A.  M.  to  9.30 

Chapel  Exercises,  &c.  in  Lecture  Room. 

9.30  to  10.15 

A.  Class.  Trigonometry  and  Surveying 

B.  Class.  Algebra  . 

Prof.  Perkins. 
Mr.  Clark. 
Mr.  Webb. 
Mr.  Eaton. 
Mr.  Bowen. 
Miss  Hance. 

C.  Class.  Higher  Arithmetic . 

D.  Class.  Algebra  . 

E.  Class.  Grammar . 

F.  Class.  Geography . 

10.15  to  10.25 

Intermission  or  General  Exercise. 

10.25  to  11.10 

A.  Class.  Algebra  . 

Prof.  Perkins. 
Mr.  Bowen. 
Principal. 

Mr.  Bowen. 
Miss  Hance. 
Mr.  Webb. 
Mr.  Eaton. 

B.  Class.  Grammar — Tuesday  and  Friday  . 

C.  Class.  Reading — Tuesday  and  Friday  . . 

C.  Class.  Grammar — Monday  and  Thursd. 

D.  Class.  History  and  reading,  alternately  . 

E.  Class.  Geography . 

F.  Class.  Orthography . 

11.10  to  11.15 

Intermission. 

11.15  to  12 

A.  Class.  Science  of  Government . 

Mr.  Eaton. 
Miss  Hance. 
Prof.  Perkins. 

Mr.  Clark. 

Mr.  Webb. 
Mr.  Bowen. 

B.  Class.  Reading . 

C.  Class.  Algebra — Mond.,  Tues.  &  Thurs. 

C.  Class.  Joins  D.  Class  in  Lecture,  Natu-  / 

ral  Philosophy— Friday....  $ 

D.  Class.  Natural  Philosophy — daily . 

E.  Class.  Elementary  Arithmetic . 

F.  Class.  Grammar . 

12  to  12.15 

Recess. 

12.15  to  1 

A.  Class.  Geometry . 

Mr.  Bowen. 
Prof.  Perkins. 
Mr.  Clark. 

Mr.  Webb. 
Mr.  Eaton. 
Miss  Hance. 

B.  Class.  Higher  Arithmetic . 

C.  Class.  Natural  Philosophy . 

D.  Class.  Arithmetic  . 

E.  Class.  Reading  and  Orthography . 

F.  Class.  Reading . 

1  to  1.5 

Intermission. 

1.5  to  1.50 

A.  Class.  Chemistry . 

Mr.  Clark. 
Principal. 

Mr.  Bowen. 
Miss  Hance 
Mr.  Webb. 

B.  and  C.  Classes.  Human  Physiology  .... 
D.  Class.  Grammar . 

E.  Class.  Mental  Arithmetic . 

F.  Class.  Elementary  Arithmetic . 

1.50  to  2 

Dismission. 

Wednesday  is  devoted  to  Penmanship,  Composition,  Declamation,  “  Sub- 
Lectures,”  Lectures,  and  General  Exercises 


VOCAL  MUSIC. 

DRAWING. 

3  P.  M.  to  4.30 

A.  Class.  Mond.  ) 

B.  Class.  Wed.  >Mr.  Ilsley. 

C.  Class.  Friday.  ) 

A. 

B. 

C. 

Class.  Tuesd.  ) 

Class.  Thurs.  JH  *  ] 
Class.  Satur.  $Howart1' 

\ 

232  SCHOOL  ARRANGEMENTS. 

Models  not  to  be  copied. — Teacher  must  think. — Interruptions. 

'  ’  / 

If  I  have  devoted  considerable  space  to  this  subject, 
it  is  because  I  deem  it  of  very  great  importance  to  the 
teacher’s  success.  With  one  other  remark  I  dismiss 
it.  These  models  are  not  given  to  be  servilely  copied. 
They  are  given  to  illustrate  the  great  principle.  The 
circumstances  of  schools  will  be  found  to  vary  so 
widely,  that  no  model,  however  perfect  in  itself,  would 
answer  for  all.  The  teacher  must  exercise  his  own 
ingenuity  and  judgment  to  meet  his  own  wants  ;  and 
in  general  it  may  be  remarked  that  where  a  teacher  has 
not  the  skill  to  adapt  his  own  plans  to  his  own  circum 
stances,  he  can  hardly  be  expected  to  succeed  in  carry 
ing  out  thg  plans  of  another. 

SECTION  II.— INTERRUPTIONS. 

In  every  school  consisting  of  pupils  of  different  ages 
and  circumstances,  there  will  be  more  or  less  of  inter¬ 
ruption  to  the  general  order  and  employment  of  the 
school.  Some  of  the  pupils  have  never  been  trained 
to  system  at  home  ;  perhaps  most  of  them  may  have 
been  positively  taught  to  disregard  it  at  school.  At 
any  rate,  “  it  must  needs  be,”  in  this  particular,  “  that 
offenses  come.”  Nor  should  the  teacher  lose  his  pa¬ 
tience  though  he  should  be  often  disturbed  by  the 
thoughtlessness  of  his  pupils.  He  should  expect  it  as 
a  matter  of  course,  and  exercise  his  ingenuity  as  far  as 
possible  to  prevent  it.  It  may  well  be  one  of  his  sources 
of  enjoyment  to  witness  an  improvement  in  the  habits 
of  his  pupils  in  regard  to  system. 


SCHOOL  ARRANGEMENTS.  233 

A  scene  from  nature. — Business  accumulates. — A  crisis. 

These  interruptions  proceed  from  various  causes, — 
such  as  soliciting  leave  to  speak,  or  to  go  out ;  asking 
for  some  assistance  in  learning  lessons,  or  for  leave  to 
drink,  or  to  stand  by  the  fire  ;  requesting  the  teacher 
to  mend  pens,  or  to  set  copies  ;  disorderly  conduct  in 
pupils,  making  it  necessary,  in  his  judgment,  to  admin¬ 
ister  reproof  or  punishment  in  the  midst  of  other  duties, 
— and  sometimes  the  vociferous  and  impatient  making 
of  complaints  by  one  scholar  against  another. 

How  many  times  I  have  seen  a  teacher  involved  in 
indescribable  perplexity,  while  trying  to  perform  the 
duty  of  instruction,  and  to  “  get  through”  in  time 
While  hearing  a  grammar  lesson,  a  scholar  brings 
up  his  atlas  to  have  some  place  pointed  out  which 
he  had  upon  one  trial  failed  to  find.  The  teacher 
turning  to  look  for  the  place,  is  addressed  with  “Please 
mend  my  pen,”  from  another  quarter.  Having  the 
knife  in  hand,  as  if  such  things  were  to  be  expected, 
the  obliging  teacher  takes  the  pen,  and  holding  it  be¬ 
tween  his  eyes  and  the  atlas,  endeavors  to  shape  its  nib 
and  to  discover  the  city  at  the  same  glance.  “  Jane 
keeps  a  pinching  me,” — vociferates  a  little  girl  who  is 
seated  behind  the  class.  “  Jane,  Jane,”  says  the 
teacher,  turning  away  from  both  the  nib  and  the  city, 
“  Jane,  come  to  me  instantly.”  Jane  with  the  guilty 
fingers  thrust  far  into  her  mouth  makes  her  way  side¬ 
ling  towards  the  teacher.  “  May  I  go  out  ?” — says 
John,  who  is  thinking  only  of  his  own  convenience. 
“  No,  no” — answers  the  teacher,  a  little  pettishly,  as  if 
conscious  that  in  a  crisis  like  this,  a  request  simply  to 


234  SCHOOL  ARRANGEMENTS. 

A  pail  of  water.— A  juncture  and  a  conjunction  ! — A  truce. 

breathe  more  freely  is  scarcely  justifiable.  “  Please , 
sir,  let  me  and  Charles  go  out  and  get  a  pail  of  water.” 
This  is  said  by  a  little  shrewd-looking,  round-faced, 
light-haired  boy,  who  has  learned  how  to  select  his 
time,  and  to  place  the  emphasis  upon  the  11  please,  sir'’ 
The  teacher  by  this  time  being  considerably  fretted  by 
such  an  accumulation  of  business  on  his  hands,  very 
naturally  thinks  of  the  refreshment  contained  in  a  pail 
of  cool  water,  and  very  good-naturedly  answers  the 
little  urchin  in  the  affirmative,  who  most  likely  is  by 
this  time  more  than  half  way  out  of  the  door,  so  confi¬ 
dent  is  he  of  success.  Just  at  this  juncture  a  consid-  . 
erate-looking  miss  in  the  class  earnestly  appeals  to  the 
teacher,  to  know  if  the  word  next  but  three  to  the  last, 
was  not  a  common  noun,  though  called  a  conjunction  ! 
This  reminds  the  teacher  that  several  words  have  been 
parsed  without  his  notice,  and  he  asks  the  class  to 
“  stop  there.”  Glancing  at  his  watch,  he  discovers  that 
he  has  gone  three  minutes  beyond  the  time  for  recess, 
and  he  relieves  himself  by  saying,  “  boys  may  go  out.” 
This  grants  a  truce  to  all  parties.  The  pen  goes  back 
unmended  ;  the  atlas  with  its  sought  city  undiscovered  ; 
John  “goes  out”  now  by  common  law,  taking  to  himself 
the  credit  of  this  happy  release,  as  he  asked  only  to 
remind  the  master  that  it  was  time  for  recess;  Jane 
takes  both  thumb  and  finger  from  her  precious  little 
mouth,  and  smiling  seats  herself  by  the  side  of  her  late 
challenger,  who  is  by  this  time  more  than  half  repentant 
of  her  own  impatience  ;  the  shrewd-looking  urchin  and 
his  companion  return  with  the  refreshing  pail  of  water, 


SCHOOL  ARRANGEMENTS.  235 

Sunshine  again.— Lancaster’s  motto. — System. 

— the  boys  and  girls  gather  round  to  obtain  the  first 
draught,  while  the  little  chubby-faced  lad  comes  for 
ward,  clothed  in  smiles,  with  a  cup  filled  with  the 
cooling  liquid  on  purpose  for  the  master ;  the  boon  is 
accepted,  the  perplexed  brow  becomes  placid,  and  all 
is  sunshine  again. — This  is  not  a  very  extravagant 
picture  of  the  interruptions  in  a  district  school.  Those 
who  have  been  brought  up  in  such  a  school,  will 
recognise  the  fidelity  of  the  likeness ,  as  it  has  been 
drawn  from  nature. 

Now  whoever  has  any  knowledge  of  human  nature, 
and  of  school  teaching,  will  at  once  see  that  this  is  all 
wrong.  It  is  a  law  of  our  being,  that  we  can  do  well 
but  one  thing  at  a  time.  He  who  attempts  more,  must 
do  what  he  attempts  but  very  imperfectly.  There  was 
a  great  deal  of  wisdom  embodied  in  that  motto  which 
used  to  be  placed  in  the  old  Lancasterian  schools  ;  “  A 

TIME  FOR  EVERY  THING,  AND  EVERY  THING  IN  ITS 

time.”  It  should  be  one  of  the  mottoes  of  every 
teacher.  In  the  construction  of  the  plan  or  program 
for  the  day’s  duties,  great  care  should  be  taken  to 
provide  for  all  these  little  things.  If  whispering  is 
to  be  allowed  at  all  in  school,  let  it  come  into  one 
of  the  intervals  between  recitations.  If  assistance  in 
getting  lessons  is  to  be  asked  and  rendered,  let  it 
be  done  at  a  time  assigned  for  the  special  purpose. 
As  far  as  possible,  except  in  extreme  cases,  let  the 
discipline  be  attended  to  at  the  time  of  general  ex¬ 
ercise,  or  some  other  period  assigned  to  it,  so  that 
there  shall  not  be  a  ludicrous  mixture  of  punish- 


236  SCHOOL  ARRANGEMENTS. 

Teaching  delightful. — When ?— Reverse.— Recesses.— How  often? 

ments  and  instruction  during  the  progress  of  a  class 
exercise. 

It  is  pleasant  to  visit  a  school,  where  every  thing  is 
done  and  well  done  at  its  proper  time.  Teaching, 
under  such  circumstances,  becomes  a  delightful  em¬ 
ployment.  But  where  all  is  confusion,  and  the  teacher 
allows  himself  by  the  accumulation  of  irregularities  to 
be  oppressed  and  perplexed,  it  is  one  of  the  most 
wearing  and  undesirable  vocations  on  earth.  The 
teacher  goes  to  his  lodgings  harassed  with  care,  op¬ 
pressed  with  a  consciousness  of  the  imperfection  of 
his  labors,  and  exhausted  by  the  unnatural  and  unwar¬ 
rantable  tax  imposed  upon  his  mental  faculties.  He 
groans  under  the  burden  incident  to  his  calling,  and 
longs  to  escape  from  it,  never  once  dreaming,  perhaps, 
that  he  has  the  power  of  relieving  himself  by  the  intro¬ 
duction  of  system,  and  thus  changing  his  former  babel 
into  a  scene  of  quietness  and  order. 

SECTION  III. — RECESSES. 

In  speaking  of  the  arrangements  of  a  school,  the  sub¬ 
ject  of  recesses  demands  attention.  It  is  the  belief  of 
many  enlightened  instructors,  that  the  confinement  in 
most  of  our  schools  is  still  too  protracted,  and  that 
more  time  devoted  to  relaxation  would  be  profitable 
both  to  the  physical  and  the  mental  constitution  of  our 
youth.  Some  have  urged  a  recess  of  a  few  minutes 
every  hour,  in  order  to  afford  opportunity  for  a  change 
of  position  and  a  change  of  air.  This  could  better  be 


SCHOOL  ARRANGEMENTS.  237 

One  each  session. — Ten  minutes  to  each  sex. — Separate  playground. 

done  in  schools  composed  only  of  one  sex,  or  where 
the  accommodation  of  separate  yards  and  play-grounds 
permits  both  sexes  to  take  a  recess  at  the  same  time. 
Where  these  accommodations  are  wanting,  and  one 
sex  must  wait  while  the  other  is  out,  the  time  re 
quired  for  two  recesses,  in  half  a  day,  for  the  whole 
school,  could  scarcely  be  afforded.  I  am  of  the 
opinion,  as  our  schools  are  at  present  composed,  that 
one  recess  in  the  half  day  for  each  sex  is  all  that  can 
be  allowed.  The  question  then  is,  how  can  that  one 
recess  be  made  most  conducive  to  the  purposes  for 
which  it  is  designed  ? 

1.  As  to  its  duration.  Ten  minutes  is  the  least  time 
that  should  be  thought  of,  if  the  children  are  to  be  kept 
closely  confined  to  study  during  the  remainder  of  the 
three  hours’  session  ;  that  is,  ten  minutes  for  each  sex. 
It  would  be  a  very  desirable  thing  if  our  school-houses 
could  be  so  furnished  with  separate  play-grounds  and 
separate  out-door  accommodations,  that  both  sexes 
could  take  recess  at  the  same  time.  This  would  save 
much  time  to  the  district  in  the  course  of  a  term,  and  it 
would  also  give  opportunity  for  thoroughly  ventilating 
the  room  during  recess,  while  it  would  afford  the 
teacher  opportunity  to  take  the  air,  and  overlook  the 
sports  of  the  children  to  some  extent, — a  matter  of  no 
small  importance. 

Where  these  facilities  are  wanting,  and  the  teacher 
must  remain  within  to  preside  over  the  one  half  of  the 
school  while  the  others  are  out,  he  may  still  give  ten 
minutes  at  least  to  each  sex,  contriving  to  employ 


233  SCHOOL  ARRANGEMENTS. 

Teacher’s  work  at  recess.— Proper  hour. 

profitably  the  time  within  doors.  He  may  reserve  this 
time  for  settling  such  difficulties  as  may  have  arisen  in 
the  school  ;  he  may  administer  reproofs,  inflict  his  pun¬ 
ishments  if  any  are  necessary,  or  he  may  spend  the 
time  in  giving  assistance  to  the  pupils,  or  in  drawing 
upon  the  blackboard  for  the  advantage  of  the  younger 
pupils  as  they  come  in.  In  a  large  school,  where  a 
longer  recess  is  the  more  necessary  on  account  of  the 
bad  air  of  the  schoolroom,  he  will  find  the  more  duty 
to  be  done  at  this  time  ;  so  that  in  any  event  the  time 
need  not  be  lost,  even  if  fifteen  minutes  be  allowed  to 
each  sex. 

2.  As  to  the  proper  hour  for  recess.  It  was  an  old 
rule  to  have  recess  when  “  school  was  half  done.”  In¬ 
deed,  this  expression  was  often  used  as  synonymous 
with  recess  in  many  districts  twenty-five  years  ago.  It 
is  now  generally  thought  better  to  have  the  recess  occur 
later,  perhaps  when  the  school  session  is  two  thirds 
past.  It  is  found  that  children,  accustomed  to  exercise 
all  the  morning,  can  better  bear  the  confinement  of  the 
first  two  hours  than  they  can  that  of  the  third,  even 
though  the  recess  immediately  precedes  the  third.  In  a 
school  the  half-daily  sessions  of  which  are  three  hours, 
I  should  recommend  that  the  recess  be  introduced  so 
as  to  terminate  at  the  close  of  the  second  hour.  As 
far  as  possible,  it  would  be  well  to  have  all  the  pupils 
leave  the  room  at  the  time  recess  is  given  them ;  and 
as  a  general  thing  they  should  not  ask  leave  to  go  out 
at  any  other  time.  A  little  system  in  this  matter  is  as 
desirable  as  in  any  other,  and  it  is  quite  as  feasible. 


SCHOOL  ARRANGEMENTS.  239 

Young  children. — Teachers  fail  in  assigning  lessons. — Not  too  long. — Why  l 

In  a  school  composed  partly  of  very  young  children, 
there  is  no  difficulty  in  giving  such  children  two  re¬ 
cesses  each  half  day.  Nor  is  there  any  objection  to 
such  a  course.  It  is  more  irksome  to  young  children 
to  bear  confinement,  than  to  the  adult ;  especially  as 
they  cannot  be  expected  to  be  constantly  occupied.  It 
will  relieve  the  teacher  very  much  to  have  the  children 
go  out  of  the  room  as  soon  as  they  become  fatigued  , 
and,  as  it  will  promote  their  own  health  and  happiness 
to  go,  it  is  very  justifiable  to  grant  them  the  privilege 
This  may  properly  and  easily  be  provided  for  upon  the 
Program. 

SECTION  IV.— ASSIGNING  LESSONS. 

Many  teachers  fail  in  this  department.  Judging  of 
the  difficulty  of  the  lesson  by  the  ease  with  which  they 
can  acquire  it,  even  in  a  text-book  new  to  themselves, 
they  not  infrequently  assign  more  than  can  possibly  be 
learned  by  the  children.  They  forget  that  by  long  dis¬ 
cipline  of  mind,  and  by  the  aid  of  much  previously  ac¬ 
quired  knowledge,  the  lesson  becomes  comparatively 
easy  to  them  ;  they  forget,  too,  the  toil  a  similar  lesson 
cost  them  when  they  were  children.  Now  the  effect 
of  poorly  learning  a  lesson  is  most  ruinous  to  the  mind 
of  a  child.  He,  by  the  habit  of  missing,  comes  to 
think  it  a  small  thing  to  fail  at  recitation.  He  loses  his 
self-respect.  He  loses  all  regard  for  his  reputation  as 
a  scholar.  It  is  truly  deplorable  to  see  a  child  fail  in  a 
lesson  with  indifference.  Besides,  the  attempt  to  ac- 


240  SCHOOL  ARRANGEMENTS. 

Not  how  much,  but  how  well. — Good  habits  of  study. 

quire  an  unreasonable  lesson,  induces  a  superficial 
habit  of  study, — a  skimming  over  the  surface  of  things. 
The  child  studies,  that  he  may  live  through  the  recita¬ 
tion  ;  not  that  he  may  learn  and  remember.  He  passes 
thus  through  a  book,  and  thinks  himself  wise  while 
he  is  yet  a  fool, — a  mistake  that  is  no  less  common 
than  fatal. 

The  motto  of  the  wise  teacher  should  be,  “  Not 
how  much,  but  how  well.”  He  should  always  ask, 
is  it  possible  that  the  child  can  master  this  lesson,  and 
probable  that  he  will  ?  It  is  better  that  a  class  should 
make  but  very  slow  progress  for  several  weeks,  if  they 
but  acquire  the  habit  of  careful  study  and  a  pride  of 
good  scholarship — a  dread  of  failure, — than  that  they 
should  ramble  over  a  whole  field,  firing  at  random, 
missing  oftener  than  they  hit  the  mark,  and  acquiring 
a  stupid  indifference  to  their  reputation  as  marksmen, 
and  a  prodigal  disregard  to  their  waste  of  ammunition, 
and  their  loss  of  the  game. 

In  assigning  lessons,  the  importance  of  good  habits 
of  study  should  be  considered,  and  the  lessons  given 
accordingly.  At  the  commencement  of  a  term,  the  les¬ 
sons  should  always  be  short,  till  the  ability  of  the  pupils 
is  well  understood,  and  their  habits  as  good  students 
established.  As  the  term  progresses,  they  can  be 
gradually  lengthened  as  the  capacity  of  the  class  will 
warrant,  or  their  own  desire  will  demand.  It  is  fre¬ 
quently  judicious  to  consult  the  class  about  the  length 
of  the  lessons,  though  to  be  sure  their  judgment  can 
not  always  be  relied  on,  for  they  are  almost  always 


SCHOOL  ARRANGEMENTS. 


241 


A  failure  is  a  fault. — Reviews. — Frequent. — Why  ? 

ready  to  undertake  more  than  they  can  well  perform. 
Assigning,  however,  somewhat  less  than  they  propose, 

will  take  from  them  all  excuse  for  failure.  When  the 

* 

lesson  is  given,  a  failure  should  be  looked  upon  as  a 
culpable  dereliction  of  duty,  as  incompatible  with  a 
good  conscience  as  it  is  with  good  scholarship.  This 
high  ground  cannot  be  taken,  however,  unless  the 
teacher  has  been  very  judicious  in  the  assignment  of 
the  lesson. 

SECTION  V— REVIEWS. 

In  the  prosecution  of  study  by  any  class  of  students, 
frequent  reviews  are  necessary.  This  is  so,  because 
the  memory  is  very  much  aided  by  repetition  and  by 
association.  But  further,  the  understanding  is  often 
very  much  improved  by  a  review.  Many  of  the  sci¬ 
ences  cannot  be  presented  in  independent  parts,  nor  can 
all  the  terms  employed  be  fully  appreciated  till  these 
parts  are  again  viewed  as  a  whole.  Many  things  which 
were  but  dimly  seen  the  first  time  they  were  passed 
over,  become  perfectly  clear  to  the  mind  when  viewed 
afterwards  in  connection  with  what  follows  them. 

In  conducting  reviews,  regard  must  be  had  to  the 
age  and  character  of  the  pupils,  and  to  the  branch  pur¬ 
sued.  In  arithmetic,  and  indeed  in  mathematics  gen¬ 
erally,  where  so  much  depends  upon  every  link  in  the 
great  chain,  very  frequent  reviews  are  necessary.  In¬ 
deed,  almost  daily  it  is  profitable  to  call  up  some  prin¬ 
ciple  before  gone  over.  In  several  branches,  where  the 

16 


212  SCHOOL  ARRANGEMENTS. 

Application  of  principles  to  practical  life. — A  general  review. 

parts  have  a  less  intimate  connection,  as  in  geography, 
natural  philosophy,  and  some  others,  the  reviews  may 
be  at  greater  intervals.  It  would  be  well,  I  think,  in 
every  common  school,  to  have  a  review-day  once  a 
week.  This,  besides  the  advantages  already  indicated, 
will  lead  the  children  to  study  for  something  beyond 
recitation.  Nor  is  it  enough,  at  the  review,  that  the 
questions  of  the  text-book  be  again  proposed  to  the 
children.  If  this  be  all,  they  will  only  exercise  their 
memories.  As  far  as  possible  the  subject  should  be 
called  up,  and  the  application  of  principles  to  practical 
life  should  be  dwelt  upon.  If  this  course  is  expected 
by  the  learners,  they  will  think  during  tire  week,  in 
order  to  anticipate  the  examination  of  the  teacher  ;  and 
this  thinking  is  more  profitable  to  them  than  the  know¬ 
ledge  itself. 

It  is  always  well,  besides  the  periodical  reviews,  to 
have  a  general  review  at  the  close  of  any  particular 
study.  This  enables  the  teacher  to  detect  any  false 
conceptions  which  the  pupil  has  entertained  during  the 
first  course.  He  can  now  present  the  subject  as  a 
whole,  and  view  one  part  by  the  light  of  another. 
In  natural  philosophy,  how  much  better  the  law  of 
reflected  motion  can  be  appreciated  after  the  subject 
of  optics  has  been  studied,  in  which  the  doctrine 
of  reflection  in  general  has  been  fully  discussed  and 
illustrated.  In  physiology,  what  light  is  thrown  upon 
the  process  of  growth  in  the  system,  by  the  subse¬ 
quent  chapters  on  absorption  and  secretion.  How  . 
much  clearer  is  the  economy  of  respiration  understood 


SCHOOL  ARRANGEMENTS.  243 

An  exception. — Examinations  not  without  objections. 

when  viewed  in  connection  with  the  circulation  of 
the  blood.  A  general  review  then  is  an  enlightening 
process,  and  it  is  always  profitable,  with,  perhaps,  one 
exception.  When  it  is  instituted  with  reference  to  a 
public  examination,  it  is  very  doubtful  whether  the 
evil  is  not  greater  than  the  good.  It  then  degenerates 
into  an  effort  to  appear  well  at  a  particular  time  ;  it 
is  again  studying  in  order  to  recite  ;  and  I  look  upon 
it  as  no  small  evil,  that  the  mind  should  have  any 
object  in  view  which  comes  in  between  it  and  the 
grand  desire  to  know , — to  master  the  subject  for  its 
own  sake,  and  not  simply  for  the  purpose  of  being 
able  to  talk  about  it  on  one  great  occasion. 

SECTION  VI. -PUBLIC  EXAMINATIONS. 

It  is  now  the  usage  in  all  our  schools  to  have 
public  examinations, — generally  at  the  close  of  a  term, 
or  a  portion  of  a  term, — in  order  to  test,  in  some 
measure,  the  industry  and  skill  of  the  teacher,  and 
the  proficiency  of  the  pupils.  I  am  hardly  prepared 
to  oppose  this  usage,  because  I  am  inclined  to  be¬ 
lieve  examinations  are  of  some  utility  as  a  means  of 
awakening  an  interest  in  the  parents  of  the  children  : 
perhaps  they  do  something  to  stimulate  school-officers, 
and  also  to  excite  to  greater  effort  during  the  term 
both  the  teacher  and  the  pupils.  Still,  public  exam¬ 
inations,  as  frequently  conducted,  are  not  without 
serious  objections.  1.  They  certainly  cannot  be 
looked  upon  as  criterions  of  the  faithfulness  or  success 


244 


SCHOOL  ARRANGEMENTS. 


Not  to  be  taken  as  indices  of  proficiency.— Encourage  deception. 

of  teachers.  A  man  with  tact,  and  without  honesty, 
may  make  his  school  appear  to  far  greater  advantage 
than  a  better  man  can  make  a  better  school  appear. 
This  has  often  happened.  It  is  not  the  most  faithful 
and  thorough  teaching  that  makes  the  show  and 
attracts  the  applause  at  a  public  exhibition.  It  is 
the  superficial,  mechanical,  memoriter  exercise  that 
is  most  imposing.  Who  has  not  seen  a  class,  that 
recited  by  rote  and  in  concert  at  a  celebration,  win 
the  largest  approbation,  when  many  of  the  individuals 
knew  not  the  import  of  the  words  they  uttered. 
Names  in  geography  have  been  thus  “  said  or  sung,” 
when  the  things  signified  were  to  the  children  as 
really  terrce  incognitce  as  the  fairy  lands  of  Sinbad 
the  Sailor. 

2.  Nor  can  such  exhibitions  be  claimed  justly  to 
indicate  the  proficiency  of  the  pupils.  Every  expe¬ 
rienced  teacher  knows  that  the  best  scholars  often  fail 
at  a  public  examination,  and  the  most  indolent  and 
superficial  often  distinguish  themselves.  The  spec 
tators,  not  unfrequenlly,  in  pointing  out  the  talent  of 
the  school,  make  the  teacher  smile  at  their  blunders. 

3.  They  present  a  strong  temptation  to  dishonesty 
on  the  part  of  the  teacher.  Since  so  much  stress 
is  laid  upon  the  examination,  and  particularly,  in  some 
regions,  upon  the  Celebration ,  where  several  schools 
are  brought  together  to  make  a  show  for  a  few  hours, 
it  must  be  rather  an  uncommon  man  who  will  have 
sufficient  principle  to  exhibit  his  school  as  it  is,  and 
refuse  to  make  those  efforts  so  very  common  to  have 


SCHOOL  ARRANGEMENTS. 


245 


Preparation  to  make  a  show. — Sometimes  useful. — When? 

it  appear  ivhat  it  is  not.  The  wish,  expressed  or 
implied,  of  the  parents,  and  the  ambition  of  the 
children,  all  conspire  to  make  the  teacher  yield  to 
a  usage  so  common.  Consequently,  several  weeks 
will  be  spent  to  prepare  the  children  to  appear  in 
public.  During  this  time,  they  study  not  for  improve 
ment,  not  for  future  usefulness,  but  simply  to  make 
a  show  at  the  public  celebration.  An  unworthy  and 
unwarrantable  motive  actuates  them  during  all  this 
process  ;  and,  at  last,  unless  strangely  benighted, 
they  are  conscious  of  holding  up  a  false  appearance 
to  the  wrorld.  Now,  under  such  circumstances,  what- 
ever  of  good  is  effected,  by  way  of  enkindling  a  zeal 
in  the  parents,  is  dearly  purchased.  The  sacrifice 
of  principle  in  a  teacher — much  more  in  the  children 
— is  a  large  price  to  pay  for  the  applause  of  a  few 
visitors,  or  even  for  an  increase  of  interest  among 
them  in  the  cause  of  popular  education. 

Examinations,  however,  which  are  less  showy,  and 
which  are  of  such  a  character  as  thoroughly  to  sift 
the  teachings  that  have  been  given,  and  to  thwart 
any  ingenious  efforts  specially  to  prepare  for  them — - 
examinations  that  look  back  to  the  general  teaching 
of  the  term,  or  the  year,  and  test  the  accuracy  and 
thoroughness  of  the  instructions — are  unquestionably 
very  desirable  and  useful.  To  make  them  so  in 
the  highest  sense,  and  to  exempt  them  from  an  evil 
tendency  upon  the  minds  of  the  young  themselves, 
the  teacher  should  he  strictly  honest.  Not  a  lesson 
should  be  (riven  with  sole  reference  to  the  exhibition 


246 


SCHOOL  ARRANGEMENTS. 


Great  motives. — Further  caution. — Teacher  should  be  honest. 

at  the  close  ;  not  an  exercise  should  be  omitted 
because  the  examination  approaches.  The  good 
teacher  should  keep  those  great  motives  before  the 
mind,  which  look  to  future  usefulness,  and  to  the 
discharge  of  duty.  The  child  should  be  taught  that 
he  is  accountable  for  what  he  acquires,  and  what 
he  may  acquire,  and  not  for  what  he  may  appear 
to  have  acquired  ;  and  that  this  accountability  is  not 
confined  to  a  single  day,  soon  to  pass  and  be  forgotten; 
but  it  runs  through  all  time  and  all  eternity. 

I  know  not  but  the  expectation  of  an  examination 
may  stimulate  some  to  greater  exertion,  and  make 
them  better  scholars.  If  this  be  so,  it  may  be  well 
enough  ;  and  yet  I  should  be  slow  to  present  such 
a  motive  to  the  mind  of  a  child,  because  a  special  or 
secondary  accountability  always  detracts  from  the 
general  and  chief. 

A  strong  reason,  in  addition  to  those  already  assigned, 
why  special  preparation  should  not  be  made  for  the 
examination,  is,  that  where  such  preparation  is  ex¬ 
pected,  the  pupils  become  careless  in  their  ordinary 
exercises. 

While,  then,  I  think  too  much  stress  is  at  present 
placed  upon  showy  exhibitions  and  celebrations,  and 
that  objections  and  dangers  attend  examinations ,  as 
frequently  conducted,  I  would  not  recommend  alto¬ 
gether  their  discontinuance.  I  would  rather  urge 
that  the  teacher,  by  his  inflexible  honesty,  should 
make  them  fair  representations  of  the  actual  condition 
of  his  school,  without  relying  very  much  upon  them 


SCHOOL  ARRANGEMENTS.  247 

Restrictions  and  limitations. — Profitable  examinations. 

as  a  means  of  stimulating  the  pupils  to  exertion  ;  that 
the  pupils  should  be  made  to  feel  that  the  results 
of  their  exertion  through  the  term,  rather  than  a  few 
special  efforts  near  its  close,  would  be  brought  into 
review  ;  that  no  hypocrisy  or  management  should  ever 
be  tolerated,  in  order  to  win  the  applause  of  the  multi¬ 
tude;  that  no  particular  lessons  should  ever  be  assigned 
for  the  occasion ;  that  it  should  be  remembered,  that 
the  moral  effect  of  an  occasional  failure  at  examination, 
will  be  more  salutary  upon  the  school  than  unbroken 
success  ;  and  that  the  children  are  irreparably  injured, 
when  they  are  made  in  any  way  the  willing  instruments 
of  false  pretension. 

Under  such  circumstances,  examinations  may  be 
profitable  to  all  concerned.  If  teacher  and  pupils  have 
done  well,  they  have  the  opportunity  of  showing  it 
without  violence  to  their  own  consciences.  The  em¬ 
ployers,  and  patrons  too,  have  some  means  of  forming 
a  correct  estimate  of  the  value  of  their  school  ;  and 
all  parties  may  be  encouraged  and  stimulated.  But 
above  all  things,  let  the  teacher  be  honest. 


248  the  teacher’s  relation 

Talents  in  a  clergyman. — Private  character. 


CHAPTER  XI. 

the  teacher’s  relation  to  the  parents  of  his 

PUPILS. 

In  the  choice  of  a  clergyman,  after  estimating  his 
moral  and  religious  character,  and  ascertaining  the  order 
of  his  pulpit  talents,  a  third  question  remains  to  be  an¬ 
swered,  viz  : — What  are  his  qualifications  as.a pastor? 
How  is  he  adapted  to  fulfil  the  various  relations  of  pri¬ 
vate  friend  and  counsellor  ;  and  in  the  family  circle,  in 
his  intercourse  with  the  aged  and  the  young,  how  is  he 
fitted  to 

,  “  Allure  to  brighter  worlds  and  lead  the  way”  ? 

In  that  sacred  profession  every  one  knows  that  nearly 
as  much  good  is  to  be  done  by  private  intercourse  as  in 
the  public  ministration.  Many  a  heart  can  be  reached 
by  a  friendly  and  informal  conversation,  that  would  re¬ 
main  unmoved  by  the  most  powerful  eloquence  from  the 
pulpit.  Besides,  many  we  prepared  to  be  profited  in 
the  public  exercises  by  that  intercourse  in  private  which 
has  opened  their  hearts,  removed  prejudice,  and  engen¬ 
dered  a  feeling  of  friendly  interest  in  the  preacher.  The 
admonitions  of  the  gospel  thus  have  the  double  power 
of  being  truth,  and  truth  uttered  by  the  lips  of  a  valued 
friend 


TO  TIIE  PARENTS  OF  HIS  PUPILS.  219 

Social  qualities  in  a  teacher. — He  should  call  on  the  parents. 

It  is,  to  some  extent,  thus  with  the  school  teacher. 
He  may  be  very  learned  and  very  apt  to  teach,  and  yet 
fail  of  success  in  his  district.  Hence  it  is  highly  im¬ 
portant  that  he  should  possess  and  carefully  cultivate 
those  social  qualities,  which  will  greatly  increase  his 
usefulness.  The  teacher  should  consider  it  a  part  of 
his  duty,  whenever  he  enters  a  district,  to  excite  a  deeper 
interest  there  among  the  patrons  of  the  school  than  they 
have  ever  before  felt.  He  should  not  be  satisfied  till 
he  has  reached  every  mind  connected  with  his  charge  in 
such  a  way,  that  they  will  cheerfully  co-operate  with 
him  and  sustain  his  judicious  efforts  for  good.  Being 
imbued  with  a  deep  feeling  of  the  importance  of  his 
work,  he  should  let  them  see  that  he  is  alive  to  the  in¬ 
terests  of  their  children.  To  this  end, — 

1.  He  should  seek  frequent  opportunities  of  inter¬ 
course  with  the  parents.  Though  the  advances  toward 
this  point,  by  the  strict  rules  of  etiquette,  should  be 
made  by  the  parents  themselves — (as  by  some  it  is  ac¬ 
tually  and  seasonably  done) — yet,  as  a  general  thing, 
taking  the  world  as  we  find  it,  the  teacher  must  lead  the 
way.  He  must  often  introduce  himself  uninvited  to  the 
people  among  whom  he  dwells,  calling  at  their  homes 
in  the  spirit  of  his  vocation,  and  conversing  with  them 
freely  about  his  duty  to  their  children  and  to  themselves. 
Every  parent  of  course  will  feel  bound  to  be  courteous 
and  civil  in  his  own  house  ;  and,  by  such  an  interview, 
perhaps  a  difference  of  opinion,  a  prejudice,  or  a  sus¬ 
picion  may  be  removed,  and  the  foundation  of  a  mutual 
good  understanding  be  laid,  which  many  little  troubles 


250  the  teacher’s  relation 

_ *k_- —  --  -  ■  ■  -  '  ■  -  ■ 

Object  of  his  calls.— He  should  explain  his  plans. 

can  never  shake.  It  may  be  very  useful  to  have  an  in-  ♦ 
terview  with  such  parents  as  have  been  disturbed  by 
some  administration  of-  discipline  upon  members  of  their 
families.  Let  me  not  be  understood,  however,  to  recom¬ 
mend  that  the  teacher  should  ever  go  to  the  parent  in  a 
cringing,  unmanly  spirit.  It  would  probably  be  far 
better  that  the  parties  should  ever  remain  entire  stran¬ 
gers,  than  that  their  meeting  should  necessarily  be  an 
occasion  of  humiliating  retraction  on  the  part  of  the 
teacher.  Neither  should  the  parents  ever  be  allowed 
to  expect  that  the  teacher  always  will  as  a  matter  of 
duty  come  to  their  confessional.  But  it  is  believed, 
if  there  could  be  a  meeting  of  the  parties  a*s  men,  as 
gentlemen,  as  Christians,  as  coadjutors  for  the  child’s 
welfare,  it  would  always  be  attended  with  good  results. 

2.  He  should  he  willing  to  explain  all  his  plans  to 
the  parents  of  his  pupils.  If  they  had  implicit  confi¬ 
dence  in  him,  and  would  readily  and  fully  give  him 
every  facility  for  carrying  forward  all  his  designs  with¬ 
out  explanation,  then,  perhaps,  this  direction  might  not 
be  necessary.  But  as  the  world  is,  he  cannot  expect 
spontaneous  confidence.  They  wish  to  know  his  de¬ 
signs,  and  it  is  best  they  should  be  informed  of  them  by 
himself.  The  best  way  for  the  teacher  to  interest  them 
in  the  business  of  education,  will  be  freely  to  converse 
with  them  concerning  the  measures  he  intends  to  adopt. 

If  his  plans  are  judicious,  he  of  course  can  show  good 
reasons  why  they  should  be  carried  into  effect ;  and 
parents  are  generally  willing  to  listen  to  reason,  espe¬ 
cially  when  it  .is  directed  to  the  benefit  of  their  own 


TO  THE  PARENTS  OF  HIS  PUPILS.  251 

Encourage  inquiry. — No  mystery. — Encourage  parental  visitation. 

children.  Many  a  parent,  upon  the  first  announcement 
of  a  measure  in  school,  has  stoutly  opposed  it,  who  upon 
a  little  explanatory  conversation  with  the  teacher,  would 
entertain  a  very  different  opinion,  and  ever  after  would 
be  most  ready  to  countenance  and  support  it. 

It  seems  to  me  a  teacher  may  safely  encourage  in¬ 
quiry  into  all  his  movements  in  school.  There  is  an 
old  saying — in  my  opinion  a  mischievous  one, — which 
enjoins  it  as  a  duty  upon  all,  to  “  tell  no  tales  out  of 
school.”  I  see  no  objection  to  the  largest  liberty  in  this 
matter.  Why  may  not  every  thing  be  told,  if  told  cor¬ 
rectly  ?  Parents  frequently  entertain  a  suspicious  spirit 
as  to  the  movements  of  the  teacher.  Would  not  very 
much  of  this  be  done  away,  if  it  was  understood  there 
was  no  mystery  about  the  school  ?  The  teacher  who 
would  thus  invite  inquiry,  would  be  very  careful  never 
to  do  any  thing  which  he  would  not  be  willing  to  have 
related  to  the  parents,  or  even  to  be  witnessed  by  them. 
I  would  have  no  objection,  if  it  were  possible,  that  the 
walls  of  our  schoolrooms,  as  you  look  inward,  should 
be  transparent,  so  that  any  individual  unperceived 
might  view  with  his  own  eyes  the  movements  within. 
The  consciousness  of  such  an  oversight  would  work  a 
healthy  influence  upon  those  who  have  too  long  de¬ 
lighted  in  mystery. 

3.  The  teacher  should  encourage  parents  frequently 
to  visit  his  school.  There  is  almost  everywhere  too 
great  backwardness  on  the  part  of  parents  to  do  this 
duty.  The  teacher  should  early  invite  them  to  come 
in.  It  is  not  enough  that  he  do  this  in  .general  terms. 


252  the  teacher’s  relation 

Begin  with  mothers.— Be  honest. — No  false  pretences. 

Me  may  fix  the  time,  and  arrange  the  party,  so  that  those 
who  would  assimilate,  should  be  brought  together.  It 
will  frequently  be  wise  to  begin  with  the  mothers,  where 
visitation  has  been  unusual.  They  will  soon  bring  in 
the  fathers.  As  often  as  they  come  they  will  be  bene¬ 
fited.  When  such  visits  are  made,  the  teacher  should 
not  depart  from  his  usual  course  of  instruction  on  their 
account.  Let  all  the  recitations  and  explanations  be 
attended  to,  all  praises  and  reproofs,  all  rewards  and  pun¬ 
ishments  be  as  faithfully  and  punctually  dispensed  as  if 
no  person  were  present.  In  other  words,  let  the  teacher 
faithfully  exhibit  the  school  just  as  it  is,  its  lights  and  its 
shadows,  so  that  they  may  see  all  its  wordings,  and 
understand  all  its  trials  as  well  as  its  encouragements. 

Such  visitations  under  such  circumstances,  it  is  be¬ 
lieved,  would  ever  be  highly  beneficial.  The  teacher’s 
difficulties  and  cares  would  be  better  understood,  and 
his  efforts  to  be  useful  appreciated.  The  hindrances, 
thus  seen  to  impede  his  progress,  would  be  promptly 
removed,  and  the  teacher  would  receive  more  cordial 
sympathy  and  support. 

But  if  the  teacher  makes  such  visits  the  occasion  for 
putting  a  false  appearance  upon  the  school ;  if  he  takes 
to  himself  unusual  airs,  such  as  make  him  ridiculous  in 
the  eyes  of  his  pupils,  and  even  in  his  own  estimation  ; 
if  he  attempts  to  bring  before  the  visitors  his  best 
classes,  and  to  impress  them  with  his  own  skill  by 
showing  off  his  best  scholars,  they  will,  sooner  or  later, 
discover  his  hypocrisy,  and  very  likely  despise  him  for 
an  attempt  to  deceive  them. 


TO  THE  PARENTS  OF  HIS  PUPILS.  2'3 

Be  frank  and  true  with  parents. — No  evasion. 

4.  The  teacher  should  he  frank  in  all  his  represen¬ 
tations  to  parents  concerning  their  children.  This  is  a 
point  upon  which  many  teachers  most  lamentably  err. 
In  this,  as  in  every  other  case,  “  honesty  is  the  best 
policy.”  If  an  instructor  informs  a  parent  during  the 
term  that  his  son  is  making  rapid  progress,  or  as  the 
phrase  is — “  doing  very  well,”  he  excites  in  him  high 
expectations ;  and  if  at  the  end  of  the  term  it  turns  out 
otherwise,  the  parent  with  much  justice  may  feel  that 
he  has  been  injured,  and  may  be  expected  to  load  him 
with  censure  instead  of  praise.  Let  a  particular  an¬ 
swer,  and  a  true  one ,  always  be  given  to  the  inquiry — 
“  How  does  my  child  get  along?”  The  parent  has  a 
right  to  know,  and  the  teacher  has  no  right  to  conceal 
the  truth.  Sometimes  teachers,  fearing  the  loss  of  a 
pupil,  have  used  some  indefinite  expression ,  which,  how¬ 
ever,  the  doating  parent  is  usually  ready  to  interpret  to 
his  child’s  advantage.  But  sooner  or  later  the  truth  will 
appear  ;  and  when  the  teacher  is  once  convicted  of  any 
misrepresentation  in  this  particular,  there  is  rarely  any 
forgiveness  for  him.  For  this  reason  and  for  his  own 
love  of  truth,  for  his  own  reputation  and  for  the  child’s 
welfare,  he  should  keep  nothing  back.  He  should  tell 
the  whole  story  plainly  and  frankly, — and  the  parent,  if 
he  is  a  gentleman,  will  thank  him  for  his  faithfulness  to 
him  ;  and  if  he  has  any  sense  of  justice,  he  will  be  ready 
to  cooperate  with  him  for  his  child’s  improvement.  At 
any  rate  such  a  course  will  ensure  the  reward  of  a  good 
conscience. 

The  teacher,  as  I  have  before  urged,  should  have 


254  the  teacher’s  relation. 

Study  the  art  of  conversation. — Be  modest. — “  Out-door  work.” 

the  habits  and  manners  of  a  gentleman.  He  should 
strive  also  to  acquire  the  ability  to  converse  in  an 
easy  and  agreeable  way,  so  that  his  society  shall 
never  be  irksome.  He,  in  other  words,  should  be 
a  man  who  does  not  require  much  entertaining 
Modesty,  withal,  is  a  great  virtue  in  the  teacher ; 
especially  in  his  intercourse  with  the  people  of  his 
district.  Teachers,  from  their  almost  constant  inter¬ 
course  with  their  pupils,  are  apt  to  think  their  own 
opinions  infallible  ;  and  they  sometimes  commit  the 
ridiculous  error,  of  treating  others  wiser  than  them¬ 
selves  as  children  in  knowledge.  This  infirmity, 
incident  to  the  profession,  should  be  carefully~avoided  ; 
and  while  the  teacher  should  ever  endeavor  to  make 
his  conversation  instructive,  he  should  assume  no 
airs  of  superior  learning  or  infallible  authority.  He 
should  remember  the  truth  in  human  nature,  that 
men  are  best  pleased  to  learn  without  being  reminded 
that  they  are  learners. 

I  have  known  some  teachers,  who  have  sneered 
at  what  they  have  termed,  the  “  out-door  work” 
here  recommended.  They  have  thrown  themselves 
upon  their  dignity,  and  have  declared  that  when  they 
had  done  their  duty  within  the  schoolroom,  they  had 
done  all  that  could  be  expected,  and  that  parents 
were  hound  to  co-operate  with  them,  and  sustain 
them.  But,  after  all,  we  must  take  the  world  as 
we  find  it ;  and  since  parents  do  not  always  feel 
interested  as  they  should,  I  hold  it  to  be  a  part  of 
the  teacher’s  duty  to  excite  their  interest,  and  to  win 


TO  THE  PARENTS  OF  HIS  PUPILS.  255 

Its  result. 

them  to  his  aid  by  all  the  proper  means  in  his  power. 
In  doing  this,  he  will,  in  the  most  effectual  way, 
secure  the  progress  of  his  school,  and  at  the  same 
time  advance  his  own  personal  improvement. 


256 


TEACHER  S  CARE  OF  HIS  HEALTH. 


Many  invalid  teachers. — Reasons. 


CHAPTER  XII. 

teacher’s  CARE  OF  HIS  HEALTH. 

No  employment  is  more  wearing  to  the  constitution 
than  the  business  of  teaching.  So  many  men  falter 
in  this  employment  from  ill  health,  and  so  many  are 
deterred  from  entering  it,  because  they  have  witnessed 
the  early  decay  and  premature  old  age  of  those  who 
have  before  pursued  it  ;  so  many  are  still  engaged  in 
it  who  almost  literally  “drag  their  slow  length  along,  ’ 
groaning  under  complicated  forms  of  disease  and  loss 
of  spirits,  which  they  know  not  how  to  tolerate  or 
cure, — that  it  has  become  a  serious  inquiry  among  the 
more  intelligent  of  the  profession,  “  Cannot  something 
be  known  and  practised  on  this  subject,  which  shall 
remove  the  evils  complained  of?”  Is  it  absolutely 
necessary  that  teachers  shall  be  dyspeptics  and  inva¬ 
lids  ?  Must  devotion  to  a  calling  so  useful,  be  attended 
with  a  penalty  so  dreadful  ? 

A  careful  survey  of  the  facts,  by  more  than  one 
philanthropist,  has  led  to  the  conclusion,  that  the  loss 
of  health  is  not  a  necessary  attendant  upon  the  teacher 
of  the  young.  It  is  believed,  indeed,  that  the  confine 
ment  from  the  air  and  sunlight,  and  the  engrossing 


teacher’s  care  of  his  health.  257 

Laws  of  health  should  be  studied. — Effect  of  a  change  of  employment. 

nature  of  bis  pursuits,  have  a  strong  tendency  to  bring 
on  an  irritability  of  the  nervous  system,  a  depression 
of  spirits,  and  a  prostration  of  the  digestive  functions  ; 
but  it  is  also  believed,  that,  by  following  strictly  and 
systematically  the  known  laws  of  health,  this  tendency 
may  be  successfully  resisted,  and  the  teacher’s  life 
and  usefulness  very  much  prolonged.  The  importance 
of  the  subject,  and  a  desire  to  render  this  volume  as 
useful  as  possible,  has  induced  me  to  ask  leave  to 
transfer  to  its  pages,  with  slight  abbreviation,  the  very 
judicious  and  carefully  written  chapter  on  “  Health — 
Exercise — Diet,”  contained  in  the  “  School  and  the 
Schoolmaster,”  from  the  gifted  pen  of  George  B. 
Emerson,  Esq.,  of  Boston, — one  of  the  most  enlight¬ 
ened  educators  of  the  present  age. 

HEALTH  -  EXERCISE  -  DIET. 

“  The  teacher  should  have  perfect  health.  It  may 
seem  almost  superfluous  to  dwell  here  upon  what  is 
admitted  to  be  so  essential  to  all  persons  ;  but  it 
becomes  necessary,  from  the  fact  that  nearly  all  those 
who  engage  in  teaching,  leave  other  and  more  active 
employments  to  enter  upon  their  new  calling.  By  this 
change,  and  by  the  substitution  of  a  more  sedentary 
life  within-doors,  for  a  life  of  activity  abroad,  the 
whole  habit  of  the  body  is  changed,  and  the  health 
will  inevitably  suffer,  unless  precautions  be  taken 
which  have  never  before  been  necessary.  To  all 

17 


253  TEACHERS  CARE  OF  IIIS  HEALTH. 

Exercise. — Teacher  specially  needs  it. — Walking. — How? 

such  persons — to  all,  especially,  who  are  entering 
upon  the  work  of  teaching  with  a  view  of  making  it 
their  occupation  through  life,  a  knowledge  of  the  laws 
of  health  is  of  the  utmost  importance,  and  to  such 
this  chapter  is  addressed.  I  shall  speak  of  these 
laws  briefly,  under  the  heads  of  Exercise,  Air,  Sleep, 
Food,  and  Dress. 

“  Exercise.  So  intimate  is  the  connection  between 
the  various  parts  of  our  compound  nature,  that  the 
faculties  of  the  mind  cannot  be  naturally,  fully,  and 
effectually  exercised,  without  the  lyealth  of  the  body. 
And  the  first  law  of  health  is,  that  which  imposes 
the  necessity  of  exercise. 

“  The  teacher  cannot  be  well  without  exercise, 
and  usually  a  great  deal  of  it.  No  other  pursuit 
requires  so  much, — no  other  is  so  exhausting  to  the 
nerves  ;  and  exercise,  air,  cheerfulness,  and  sunshine, 
are  necessary  to  keep  them  in  health.  Most  other 
pursuits  give  exercise  of  body,  sunshine,  and  air, 
in  the  very  performance  of  the  duties  that  belong  to 
them.  This  shuts  us  up  from  all. 

“  One  of  the  best,  as  one  of  the  most  natural 
modes  of  exercise,  is  walking.  To  give  all  the 
good  effects  of  which  it  is  susceptible,  a  walk  must 
be  taken  either  in  pleasant  company,  or,  if  alone, 
with  pleasant  thoughts  ;  or,  still  better,  with  some 
agreeable  end  in  view,  such  as  gathering  plants,  or 
minerals,  or  observing  other  natural  objects.  Many 
a  broken  constitution  has  been  built  up,  and  many 
a  valuable  life  saved  and  prolonged,  by  such  a  love 


teacher’s  care  of  his  health.  259 

President  Hitchcock. — Riding  on  horseback. — Garden. 

of  some  branch  of  natural  history  as  has  led  to  snatch 
every  opportunity  for  a  walk,  with  the  interest  of  a 
delightful  study, 

‘  Where  living  things,  and  things  inanimato 
Do  speak,  at  Heaven’s  command,  to  eye  and  ear.’ 

The  distinguished  geologist  of  Massachusetts,  Presi 
dent  Hitchcock,  was  once,  when  teacher  of  a  school, 
reduced  to  so  low  a  state  by  disease  of  the  nerves, 
which  took  the  ugly  shape  of  dyspepsy,  that  he 
seemed  to  be  hurrying  rapidly  towards  the  grave. 
Fortunately,  he  became  interested  in  mineralogy,  and 
this  gave  him  a  strong  motive  to  spend  all  his 
leisure  time  in  the  open  air,  and  to  take  long 
circuits  in  every  direction.  He  forgot  that  he  was 
pursuing  health,  in  the  deeper  interest  of  science  ; 
and  thus,  aided  by  some  other  changes  in  his 
habits,  but  not  in  his  pursuits,  he  gradually  recov¬ 
ered  the  perfect  health  which  has  enabled  him  to 
do  so  much  for  science,  and  for  the  honor  of  his 
native  State. 

“  Riding  on  horseback,  is  one  of  the  best  modes 
of  exercise  possible  for  a  sedentary  person.  It  leads 
to  an  erect  posture,  throws  open  the  chest,  gives  a 
fuller  breathing,  and  exercises  the  muscles  of  the 
arms  and  upper  part  of  the  frame.  *  *  *  In 

weakness  of  the  digestive  organs  its  efficacy  is 
remarkable.  *  *  * 

“  A  garden  furnishes  many  excellent  forms  of 
exercise,  and  the  numerous  labors  of  a  farm  would 


260  •  TEACHER  S  CARE  OF  HIS  HEALTH. 

Farm  labor. — Rowing. — Sawing  and  splitting  wood. — Warren  Colburn. 

give  every  variety,  if  the  teacher  could  be  in  a  situ 
ation  to  avail  himself  of  them.  This  is  not  often 
the  case.  When  accessible,  the  rake,  the  pitchfork, 
moderately  used,  cannot  be  too  highly  recommended. 
A  garden  is  within  the  reach  of  most  teachers  in 
the  country.  It  has  the  advantage  of  supplying 
exercise  suited  to  every  degree  of  strength,  and  of 
being  filled  with  objects  gratifying  to  the  eye  and  the 
taste.  *  *  *  The  flower-garden  and  shrubbery 
commend  themselves  to  the  female  teacher.  To 
derive  every  advantage  from  them,  she  must  be 
willing  to  follow  the  example  often  set  by  the 
ladies  of  England,  and  use  the  hoe,  the_  rake,  the 
pruning-hook,  and  the  grafting  knife,  with  her  own 
hands. 

“  Rowing ,  when  practicable,  is  a  most  healthful 
exercise.  It  gives  play  to  every  muscle  and  bone 
in  the  frame.  *  *  *  When  the  river  is  frozen, 

skating  may  take  the  place  of  rowing;  and  it  is  an 
excellent  substitute.  *  *  *  Driving  a  chaise  or  a 

sleigh,  is  a  healthful  exercise,  if  sufficient  precaution 
be  used  to  guard  against  the  current  which  is  always 
felt,  as  it  is  produced  by  the  motion  of  the  vehicle, 
even  in  still  air. 

“  Saiving  and  splitting  wood  form  a  valuable 
exercise,  particularly  important  for  those  who  have 
left  an  active  life  for  the  occupation  of  teaching. 

“  Exercise  should  be  taken  in  the  early  part  of  the 
day.  Warren  Colburn,  the  author  of  the  Arithmetic, 
whose  sagacity  in  common  things  was  as  remarkable 


teacher’s  care  of  his  health. 


261 


In  the  morning. — In  open  air. — In  the  light. 

as  his  genius  for  numbers,  used  to  say,  that  half  an 
hour’s  walk  before  breakfast  did  him  as  much  good  as 
an  hour’s  after.  Be  an  early  riser.  The  air  of  morn¬ 
ing  is  more  bracing  and  invigorating  ;  the  sights,  and 
sounds,  and  odors  of  morning  are  more  refreshing.  A 
life’s  experience  in  teaching  declares  the  morning 
best.  *  * 

“  Exercise  must  always  be  taken,  if  possible,  in  the 
open  air.  Air  is  as  essential  as  exercise,  and  often,  in 
warm  weather  particularly,  more  so.  They  belong  to¬ 
gether.  The  blood  flows  not  as  it  should,  it  fails  to 
give  fresh  life  to  the  brain,  if  we  breathe  not  fresh  air 
enough.  The  spirits  cannot  enjoy  the  serene  cheer¬ 
fulness  which  the  teacher  needs,  if  he  breathe  not  fresh 
air  enough.  The  brain  cannot  perform  its  functions  ; 
thought  cannot  be  quick,  vigorous,  and  healthy,  with¬ 
out  ample  supplies  of  air.  Much  of  the  right  moral 
tone,  of  habitual  kindliness  and  thankful  reverence,  de¬ 
pends  on  the  air  of  heaven. 

“  Exercise  must  be  taken  in  the  light ;  and  if  it  may 
be,  in  the  sunshine.  Who  has  not  felt  the  benignant 
influence  of  sunshine  ?  The  sun’s  light  seems  almost 
as  essential  to  our  well-being  as  his  heat,  or  the  air  we 
breathe.  It  has  a  great  effect  on  the  nerves.  A  dis¬ 
tinguished  physician  of  great  experience,  Dr.  J.  C. 
Warren  of  Boston,  tells  me  that  he  almost  uniformly 
finds  diseases  that  affect  the  nerves  exasperated  by  the 
darkness  of  night,  and  mitigated  by  the  coming  on  of 
day.  All  plants  growing  in  the  air  lose  their  strength 
and  color  when  excluded  from  light.  So  in  a  great 


2G2 


teacher’s  care  of  his  health. 


Cleanliness. — Water. — Sleep. — Six  or  eight  hours. — Diet. 

degree  does  man.  They  lose  their  fine  and  delicate 
qualities,  and  the  preciousness  of  their  juices.  Man 
loses  the  glow  of  his  spirits,  and  the  warmth  and  natu¬ 
ral  play  of  his  finer  feelings. 

“  Next  to  air  and  light,  water  is  the  most  abundant 
element  in  nature.  It  can  hardly  be  requisite  to  enjoin 
upon  the  teacher  the  freest  use  of  it.  The  most  scru¬ 
pulous  cleanliness  is  necessary,  not  only  on  his  own 
account,  but  that  he  may  be  able  always  to  insist  upon 
it,  with  authority,  in  his  pupils.  The  healthy  state  of 
the  nerves,  and  of  the  functions  of  digestion,  depends 
in  so  great  a  degree  on  the  cleanliness  of  the  skin,  that 
its  importance  can  hardly  be  overstated.  *  _  *  * 

“  Sleep.  No  more  fatal  mistake  in  regard  to  his 
constitution  can  be  made  by  a  young  person  given  to 
study  than  that  of  supposing  that  Nature  can  be  cheat 
ed  of  the  sleep  necessary  to  restore  its  exhausted,  or 
strengthen  its  weakened  powers.  From  six  to  eight 
hours  of  sleep  are  indispensable  ;  and  with  young  per¬ 
sons,  oft.ener  eight  or  more,  than  six.  It  is  essential  to 
the  health  of  the  body,  and  still  more  to  that  of  the 
mind.  It  acts  directly  on  the  nervous  system  ;  and 
irritability,  or  what  is  called  nervousness,  is  the  conse¬ 
quence  of  its  loss.  This,  bad  in  any  person,  is  worse 
in  the  teacher  than  in  any  one  else.  It  is  an  unfailing 
source  of  unhappiness  to  himself  and  to  all  his  school. 
He  would  be  unwise  to  subject  himself  to  the  conse¬ 
quences  of  the  loss  of  sleep  ;  he  has  no  right  to  sub¬ 
ject  others.  *  *  * 

“  Diet.  To  no  person  is  an  attention  to  diet  more 


teacher’s  CARE  0.F  HIS  HEALTH.  2(33 

Simple  food. — Extremes  in  kind  and  quantity. — True  medium. 

important  than  to  the  teacher.  For  his  own  guidance, 
and  that  he  may  be  able  to  give  proper  instructions  in 
regard  to  this  subject  to  his  pupils,  the  conclusions  of 
experience,  or  what  we  may  consider  the  laws  of  diet, 
should  be  familiar  to  him.  Some  of  these  are  the  fol 
lowing  : 

“  1.  Food  should  be  simple  ;  not  of  too  little  nor  too 
great  variety.  The  structure  of  the  teeth,  resembling 
at  once  those  of  animals  that  naturally  subsist  on  flesh, 
and  of  animals  that  take  only  vegetable  food,  and  the 
character  and  length  of  the  digestive  organs,  holding  a 
medium  between  the  average  of  these  two  classes, 
indicate  that  a  variety  of  food,  animal  and  vegetable,  is 
natural  to  man,  and  in  most  cases  probably  necessary. 
The  tendency  in  most  parts  of  this  country,  from  the 
great  abundance  of  the  necessaries  of  life,  is  to  go  to 
excess  in  the  consumption  of  food,  particularly  of  ani¬ 
mal  food.  The  striking  evils  of  this  course  have  led 
many  to  the  opposite  extreme — to  renounce  meats  en¬ 
tirely.  Experience  of  the  evils  of  this  course  also  has 
in  most  places  brought  men  back  to  the  safe  medium. 
No  person  needs  to  be  more  careful  in  regard  to  the 
quality  and  nature  of  his  food  than  the  teacher,  as  his 
exclusion  from  air  for  a  great  part  of  the  day  leaves 
him  in  an  unlit  condition  to  digest  unwholesome  food, 
while  the  constant  use  of  his  lungs  renders  his  appetite 
unnaturally  great,  or  destroys  it  altogether.  Animal 
food  seems  to  be  necessary,  but  not  in  great  quantities, 
nor  oftener,  usually,  than  once  a  day.  *  *  *  In 

winter,  the  food  should  be  nourishing,  and  may  be  more 


264  TEACHERS  CARE  OF  HIS  HEALTH. 

Taken  at  intervals. — Moderate  quantity. — Avoid  fat. 

abundant ;  in  summer,  less  nutritious,  less  of  animal 
origin,  and  in  more  moderate  quantity. 

“  2.  Food  should  be  taken  at  sufficiently  distant 
intervals.  *  *  *  The  operation  of  digestion 

is  not  completed,  ordinarily,  in  less  than  four  hours. 
Food  should  not  be  taken  at  shorter  intervals  than  this, 
and  intervals  of  five  or  six  hours  are  better,  as  they 
leave  the  stomach  some  time  to  rest. 

“  3.  It  should  be  taken  in  moderate  quantity.  In 
the  activity  of  common  life,  excess  is  less  to  be  dreaded 
than  with  the  sedentary  habits  and  wearying  pursuits 
of  the  teacher.  *  *  *  The  exhaustion  of 

teaching  is  that  of  the  nervous  power,  and  wuuld  seem 
to  call  for  hours  of  quiet,  and  freedom  from  care,  with 
cheerful  conversation  and  the  refreshment  of  air  and 
gentle  exercise.  Probably  all  the  kinds  of  food  in 
general  use  are  wholesome  when  partaken  of  moder¬ 
ately.  Those  who,  from  choice  or  compulsion,  pass 
from  an  active  to  a  sedentary  life,  should  at  the  same 
time  restrict  themselves  to  one  half  their  accustomed 
quantity  of  food. 

“4.  As  a  general  rule  fat  should  be  avoided.  *  * 

None  but  a  person  who  uses  a  great  deal  of  most  active' 
exercise,  or  is  much  exposed  to  cold,  can  long  bear  ils 
use  with  impunity.  If  taken,  fat  in  a  solid  form  is  less 
injurious  than  liquid  fat. 

“  5.  Fruit  may  be  eaten  with  the  recollection  of  the 
proverb  of  fruit-producing  countries  :  ‘  It  is  gold  in  the 
morning,  silver  at  noon,  and  lead  at  night.’  Ripe  fruit 
in  its  season  is  wholesome,  and  preferable,  for  a  persor 


teacher’s  care  of  his  health.  265 

Fruit.— Drink  water. — At  meals. — Dress. 

of  sedentary  habits,  to  more  nourishing  and  exciting 
food.  But  it  should  be  a  substitute  for  other  food,  not 
an  addition.  A  bad  practice,  common  in  some  places, 
of  eating  fruit,  especially  the  indigestible  dried  fruits, 
raisins,  and  nuts,  in  the  evening,  should  be  avoided  by 
the  teacher.  He  must  have  quiet  and  uninterrupted 
sleep,  and  early  hours,  to  be  patient,  gentle,  and  cheer¬ 
ful  in  school. 

“  6.  The  drink  of  a  sedentary  person  should  be 
chiefly  water,  and  that  in  small  quantities,  and  only  at 
meals.  The  intelligent  Arab  of  the  desert  drinks  not 
during  the  heat  of  the  day.  He  sees  that  watering  a 
plant  in  the  sunshine  makes  it  wither  ;  and  he  feels  in 
himself  an  analogous  effect  from  the  use  of  water. 
There  are  few  lessons  in  regard  to  diet  so  important 
to  be  inculcated  as  this  :  ‘  Drink  not  between  meals.’ 

“  7.  The  last  rule  to  be  observed  is,  that  no  unne¬ 
cessary  exertion  of  mind  or  body  should  be  used  imme¬ 
diately  after  a  meal.  If  a  walk  must  be  taken  it  should 
rather  be  a  leisurely  stroll  than  a  hurried  walk. 

“  Dress.  The  teacher  should  be  no  sloven.  He 
should  dress  well,  not  over  nicely,  not  extravagantly  ; 
neatly,  for  neatness  he  must  teach  by  example  as  well 
as  by  precept ;  and  warmly,  for  so  many  hours  of  the 
day  shut  in  a  warm  room  will  make  him  unusually 
sensitive  to  cold.  The  golden  rule  of  health  should 
never  be  forgotten :  ‘  Keep  the  head  cool,  the  feet 
warm,  and  the  body  free.’  The  dress  of  the  feet  is 
particularly  important.  Coldness  or  dampness  of  the 
feet  causes  headache,  weakness  and  inflammation  of 


266  teacher’s  care  of  iiis  health. 

Cheerfulness. — Cause  of  low  spirits.— A  home. 

the  eyes,  coughs,  consumptions,  and  sometimes  fevers 
A  headache  is  often  cured  by  sitting  with  the  feet  long 
near  a  fire.  Keeping  the  feet  warm  and  dry  alleviates 
the  common  affections  of  the  eyes,  repels  a  coming 
fever,  prevents  or  quiets  coughs,  and  serves  as  one  of 
the  surest  safeguards  against  consumption.  Many  of 
our  most  sensible  physicians  trace  the  prevalence  of 
consumption  in  northern  states,  not  to  our  climate,  but 
to  the  almost  universal  custom  of  wearing  insufficient 
clothing,  especially  on  the  feet. 

“  There  is  another  subject  intimately  connected  with 
health,  which  has  been  alluded  to,  but  which  ought, 
from  its  importance,  to  receive  more  than-  a  passing 
remark.  It  is  cheerfulness.  This  should  be  one  of  the 
ends  and  measures  of  health.  It  ought  to  be  consid¬ 
ered  the  natural  condition  of  a  healthy  mind  ;  he  who 
is  not  cheerful  is  not  in  health.  If  he  has  not  some 
manifest  moral  cause  of  melancholy,  there  must  be 
something  wrong  in  the  body,  or  in  the  action  of  the 
powers  of  the  mind. 

“  A  common  cause  of  low  spirits  in  a  teacher,  is 
anxiety  in  regard  to  the  well-doing  of  his  pupils.  This 
he  must  feel  ;  but  he  must  endeavor,  as  far  as  possible, 
to  banish  it  from  his  hours  of  relaxation.  He  must 
leave  it  behind  him  when  he  turns  from  the  school- 
house  door.  To  prevent  its  haunting  him,  he  must  seek 
pleasant  society.  He  must  forget  it  among  the  endear¬ 
ments  of  home,  the  cheerful  faces  and  kind  voices  of 
friends.  This  is  the  best  of  all  resources,  and  happy 
is  the  man  who  has  a  pleasant  home,  in  the  bosom  of 


teacher’s  care  of  his  health.  207 

Sociality. — Music. — A  pernicious  habit. 

which  he  may  rest  from  labor  and  from  care.  If  he 
be  among  strangers,  he  must  endeavor  to  find  or  make 
friends  to  supply  the  place  of  home.  He  must  seek 
the  company  of  the  parents  and  friends  of  his  pupils, 
not  only  that  he  may  not  be  oppressed  by  the  loneliness 
of  his  situation,  but  that  he  may  better  understand  the 
character  of  his  pupils,  and  the  influences  to  which 
they  are  subjected.  The  exercise  of  the  social  affec¬ 
tions  is  essential  to  the  healthy  condition  of  a  well-con¬ 
stituted  mind.  Often  he  will  find  good  friends  and 
pleasant  companions  among  his  pupils.  Difference  of 
years  disappears  before  kindliness  of  feeling,  and  sym¬ 
pathy  may  exist  between  those  most  remote  in  age,  and 

pursuit,  and  cultivation. 

******** 

“  A  delightful,  but  somewhat  dangerous  recreation  is 
offered  by  music  ;  delightful,  as  always  soothing  to  the 
wearied  mind  ;  but  dangerous,  because  liable  to  take 
to  itself  too  much  time.  It  would  be  desirable  if  every 
instructor  could  himself  sing  or  play.  If  he  cannot,  let 
him  listen  to  songs  or  cheerful  music  from  voice  or 
instrument,  or  to  the  notes  of  birds. 

“  ‘  I’m  sick  of  noise  and  care,  and  now  mine  ear 
Longs  for  some  air  of  peace.’  ” 


To  the  foregoing  excellent  remarks,  I  could  scarcely 
wish  to  add  any  thing,  save  to  call  attention  to  that 
pernicious  habit  among  both  clergymen  and  teachers,  of 
dressing  the  neck  too  warmly  whenever  they  go  into  the 


2GS  teacher’s  care  of  his  health. 

“  Comforter.” — Bronchitis. 

open  air.  There  seems  to  have  obtained  an  impression 
that  those  who  have  occasion  to  speak  often,  should  be 
peculiarly  careful  to  guard  their  throats  from  the  cold. 
Hence  many  are  seen  in  a  winter’s  day  with  a  collar 
of  fur,  or  a  woollen  “comforter,”  or  at  least  a  silk 
handkerchief  of  extraordinary  dimensions,  around  their 
necks,  and  often  extending  above  their  mouths  and 
nostrils.  If  they  have  occasion  to  step  out  but  for 
a  moment,  they  are  still  subject  to  the  slavery  of  put¬ 
ting  on  this  unnatural  encumbrance. 

Now  I  believe  that  this  extra  covering  for  the  neck, 
instead  of  preventing  disease  of  the  throat  and  lungs, 
is  one  of  the  most  fruitful  sources  of  such  disease. 
These  parts  being  thus  thickly  covered  during  exercise, 
become  very  warm,  and  an  excessive  local  perspiration 
is  excited  ;  and  the  dampness  of  the  throat  is  much 
increased  if  the  covering  extends  above  the  mouth  and 
nose,  thus  precluding  the  escape  of  the  exhalations 
from  the  lungs.  When,  therefore,  this  covering  is 
removed,  even  within-doors,  a  very  rapid  evaporation 
takes  place,  and  a  severe  cold  is  the  consequence.  In 
this  way  a  cold  is  renewed  every  day,  and  hoarseness 
of  the  throat  and  irritation  of  the  lungs  is  the  necessary 
result.  Very  soon  the  clergyman  or  teacher  breaks 
down  with  the  bronchitis ,  or  the  “  lung  complaint,” 
and  is  obliged  for  a  season  at  least  to  suspend  his 
labors.  This  difficulty  is  very  much  enhanced,  if  the 
ordinary  neck-dress  is  a  stiff  stock,  which,  standing  oft 
from  the  neck,  allows  the  ingress  of  the  cold  air  a? 
soon  as  the  outer  covering  is  removed. 


teacher’s  care  of  his  health.  2G9 

Experience. — Swaddling  the  neck. 

Having  suffered  myself  very  severely  from  this  cause, 
and  having  seen  hundreds  of  cases  in  others,  I  was  de¬ 
sirous  to  bear  the  testimony  of  my  experience  against 
the  practice, — and  to  suggest  to  all  who  have  occasion 
to  speak  long  and  often  that  the  simplest  covering  for 
the  neck  is  the  best.  A  very  light  cravat  is  all  that  is 
necessary.  If  the  ordinary  cravat  be  too  thick  and  too 
warm,  as  the  large-sized  white  cravats,  so  fashionable 
with  the  clergy,  usually  are,  during  the  exercise  of 
speaking,  an  unnatural  flow  of  blood  to  the  parts  will 
be  induced,  which,  after  the  exercise  ceases,  will  be  fol¬ 
lowed  by  debility  and  prostration.  A  cold  is  then  very 
readily  taken  and  disease  follows.  I  am  confident,  from 
my  own  experience  and  immediate  observation,  that  this 
unnatural  swaddling  of  the  neck  is  one  of  the  most 
fruitful  causes  of  disease  of  the  lungs  and  throat  that 
can  be  mentioned 


270  teacher’s  relation 

Teaching  a  profession. — Low  pay. — Its  consequences. 


CHAPTER  XIII. 

teacher’s  relation  to  his  profession. 

It  has  long  been  the  opinion  of  the  best  minds  in  our 
country  as  well  as  in  the  most  enlightened  countries  of 
Europe,  that  teaching  should  be  a  profession.  It  has 
been  alleged,  and  with  much  justice,  that  this  calling, 
which  demands  for  its  successful  exercise  the  best  of 
talents,  the  most  persevering  energy,  and  the  largest 
share  of  self-denial,  has  never  attained  an  appreciation 
in  the  public  mind  at  all  commensurate  with  its  impor¬ 
tance.  It  has  by  no  means  received  the  emolument, 
either  of  money  or  honor,  which  strict  justice  would 
award  in  any  other  department  to  the  talents  and  exer¬ 
tions  required  for  this.  This  having  been  so  long  the 
condition  of  things,  much  of  the  best  talent  has  been 
attracted  at  once  to  the  other  professions  ;  or  if  exer¬ 
cised  awhile  in  this,  the  temptation  of  more  lucrative, 
reward,  or  of  more  speedy,  if  not  more  lasting  honor, 
has  soon  diverted  it  from  teaching,  where  so  little  of 
either  can  be  realized,  to  engage  in  some  other  depart¬ 
ment  of  higher  promise.  So  true  is  this,  that  scarcely 
a  man  can  be  found,  having  attained  to  any  considerable 
eminence  as  a  teacher,  who  has  not  been  several  times 
solicited — and  perhaps  strongly  tempted — to  engage  ir 


TO  HIS  PROFESSION.  27 1 

Some  noble  souls. — Some  small  men. — Two  evils. 

some  more  lucrative  employment ;  and  while  there  have 
always  been  some  strong  men,  who  have  preferred 
teaching  to  any  other  calling, — men  who  would  do  honor 

to  any  profession,  and  who,  while  exercising  this,  have 

% 

found  that  highest  of  all  rewards,  the  consciousness  of 
being  useful  to  others, — still  it  must  be  confessed  that 
teachers  have  too  often  been  of  just  that  class  which  a 
knowledge  of  the  circumstances  might  lead  us  to  pre¬ 
dict  would  engage  in  teaching  ;  men  of  capacity  too 
limited  for  the  other  professions,  of  a  temperament  too 
sluggish  to  engage  in  the  labors  of  active  employment, 
of  manners  too  rude  to  be  tolerated  except  in  the  society 
of  children  (!),  and  sometimes  of  a  morality  so  perni¬ 
cious  as  to  make  them  the  unfailing  contaminators  of 
the  young  whenever  permitted — not  to  teach — but  to 
“  keep  school.”  Thus  two  great  evils  have  been  mu¬ 
tually  strengthening  each  other.  The  indifference  of 
the  employers  to  the  importance  of  good  teachers,  and 
their  parsimony  in  meting  out  the  rewards  of  teaching, 
have  called  into  the  field  large  numbers,  in  the  strictest 
sense,  unworthy  of  all  reward  ;  while  this  very  unwor¬ 
thiness  of  the  teachers  has  been  made  the  excuse  for 
further  indifference,  and  if  possible  for  greater  meanness 
on  the  part  of  employers.  Such  has  been  the  state  of 
the  case  for  many  years  past,  and  such  is,  to  a  great 
extent,  the  fact  at  present. 

It  has  been  the  ardent  wish  of  many  philanthropists 

that  this  deplorable  state  of  affairs  should  be  exchanged 

* 

for  a  better.  Hence  they  have  urged  that  teaching 
should  be  constituted  a  profession  ;  that  none  should 


272 


TEACHER  S  RELATION 


Educational  millennium. — How  ushered  in? — Different  views. 

enter  this  profession  but  those  who  are  thoroughly  quali¬ 
fied  to  discharge  the  high  trust ;  and,  as  a  consequence, 
that  the  people  should  more  liberally  reward  and  honor 
those  who  are  thus  qualified  and  employed.  This  would 
indeed  be  a  very  desirable  change  ;  it  would  be  the 
educational  millennium  of  the  world.  For  such  a  period 
we  all  may  well  devoutly  pray. 

But  how  shall  this  glorious  age — not  yet  arrived — be 
ushered  in  ?  By  whose  agency,  and  by  what  happy 
instrumentality  must  its  approach  be  hastened  ?  Here, 
as  in  all  great  enterprises,  there  is  some  difference  of 
opinion.  Some  have  urged  that  the  establishment  of 
normal  schools  and  other  seminaries  for  the  bettei 
education  of  teachers,  and  the  institution  of  a  more  vigi 
lant  system  of  supervision,  by  which  our  schools  should 
be  effectually  guarded  against  the  intrusion  of  the  igno¬ 
rant  and  inefficient  teacher,  is  all  that  is  necessary  to 
bring  in  this  brighter  day.  Others  have  zealously  urged 
that  such  preparation  and  such  supervision  are  entirely 
superfluous  and  premature  in  the  present  state  of  the 
public  mind.  They  say  that  the  public  must  first  be¬ 
come  more  liberal  in  its  appropriations  for  schools  ;  it 
must  at  once  double  the  amount  it  has  been  accustomed 
to  pay  to  teachers,  and  thus  secure,  without  further 
trouble,  the  best  talent  to  this  vocation.  To  this  the 
former  class  reply,  that  the  public  has  seldom  been 
known  to  raise  its  price,  so  long  as  its  wants  could  be 
supplied  at  the  present  rates.  They  say  that  the  last 
century  has  afforded  ample  opportunity  for  the  exhibi¬ 
tion  of  this  voluntary  generosity  of  the  public,  and  yet 


TO  HIS  PROFESSION.  273 

Truth  between  the  extremes. — A  mutual  evil,  and  a  mutual  remedy. 

vve  still  wait  to  see  this  anomaly  in  human  prudence,  of 
offering  in  advance  to  pay  double  the  price  for  the  same 
thing ;  for  until  better  teachers  are  raised  up,  it  must 
be  an  advance  upon  the  present  stock.  So  there  is  a 
division  among  them,  “  for  some  cry  one  thing  and  some 
another.” 

Now,  I  believe,  in  this  case  as  in  most  others,  the 
truth  lies  between  the  extremes.  As  the  evil  com¬ 
plained  of  is  a  mutual  one,  as  has  already  been  shown, 
— that  is,  an  illiberal  public  has  tolerated  incompetent 
teachers,  and  the  incompetence  of  teachers  has  enhanced 
in  turn  the  parsimony  of  the  public, — so  the  remedy 
must  be  a  mutual  one  ;  the  public  must  be  enlightened 
and  teachers  must  be  improved  ;  the  pay  of  teachers 
must  be  raised,  but  there  must  be  also  something  to 
warrant  the  higher  rate.  Nor  is  it  easy  to  determine 
which  shall  begin  first.  We  can  hardly  expect  the 
people  to  pay  more  till  they  find  an  article  worth 
more ;  nor,  on  the  other  hand,  can  we  expect  the 
teachers  to  incur  any  considerable  outlay  to  improve 
themselves,  until  better  encouragement  shall  be  held 
out  to  them  by  their  employers.  The  two  must  gen¬ 
erally  proceed  together.  Just  as  in  the  descending 
scale,  there  was  a  mutual  downward  tendency,  so 
here,  better  service  will  command  better  pay,  and  in 
turn,  the  liberality  of  employers  will  stimulate  the 
employed  to  still  higher  attainments  in  knowledge  and 
Greater  exertions  in  their  labors. 

In  this  condition  of  things,  the  question  recurs,  What 

is  the  duty  of  teachers  in  relation  to  their  calling?  I 

13 


274 


TEACHER  S  RELATION 


Teacher’s  duty. — The  encouragements. — Self-improvement. 

answer,  they  are  bound  to  do  what  they  can  to  elevate 
it.  Lord  Bacon  said,  “  Every  man  owes  a  debt  to  his 
profession.”  Teachers  being  supposed  to  be  more  intel¬ 
ligent  than  the  mass  of  the  community,  may  justly  take 
the  lead  in  the  work  of  progress.  They  should,  as  a 
matter  of  duty ,  take  hold  of  this  work, — a  work  of  sac¬ 
rifice  and  self-denial  as  it  will  be,  at  least  for  some  time, 
— and  heartily  do  what  they  can  to  magnify  their  office 
and  make  it  honorable.  In  the  mean  time  they  may  do 
what  they  can  to  arouse  the  people  to  a  sense  of  their 
duty.  The  more  enlightened  are  to  some  extent  with 
them  already.  The  press,  the  pulpit,  the  legislative 
assemblies,  all  proclaim  that  something  must  be  done. 
All  admit  the  faithful  teacher  has  not  been  duly  re¬ 
warded,  and  some  are  found  who  are  willing  to  do  some¬ 
thing  for  the  improvement  both  of  the  mind  and  condi¬ 
tion  of  the  teacher.  This  is  encouraging  ;  and  while 
we  rejoice  at  the  few  gleams  of  light  that  betoken  our 
dawning,  let  us  inquire,  for  a  little  space,  how  we  can 
hasten  the  “  coming  in  of  the  perfect  day.” 

SECTION  I.— SELF-CULTURE. 

The  teacher  should  labor  diligently  to  improve  him¬ 
self.  This  is  a  duty  incumbent  on  all  persons,  but 
particularly  upon  the  teacher.  The  very  nature  of  his 
employment  demands  that  his  mind  should  be  frequently 
replenished  from  the  storehouses  of  knowledge.  To 
interest  children  in  their  studies,  how  necessary  is  it 
that  the  teacher’s  mind  should  be  thoroughly  furnished 


TO  HIS  PROFESSION.  275 

Why  important. — Example. — Temptations  to  self-neglect. 

with  the  richest  thoughts  of  the  wise  ;  to  inspire  them 
with  a  desire  to  learn,  how  important  that  he  should  be 
a  living  example  of  the  advantage  and  enjoyment  which 
learning  alone  can  bestow  ;  to  strew  the  path  of  know¬ 
ledge  with  flowers,  and  thus  make  it  the  path  of  pleas¬ 
antness,  how  desirable  that  he  should  abound  with  the 
aptest  illustrations  drawn  from  all  that  is  wonderful  and 
carious  in  nature  and  art ;  to  awaken  the  young  mind  to 
a  consciousness  of  its  capacities,  its  wants,  its  respon 
sibilities,  how  thoroughly  should  he  know  all  the  work 
ings  of  the  human  soul, — how  wisely  and  carefully 
should  he  touch  the  springs  of  action, — how  judiciously 
should  he  call  to  his  aid  the  conscience  and  the  religious 
feelings  ! 

Besides,  let  it  be  remembered  that  in  this  as  in  other 
things,  the  teacher’s  example  is  of  great  importance. 
The  young  will  be  very  likely  to  judge  of  the  impor¬ 
tance  of  their  own  improvement  by  the  estimate  the 
teacher  practically  places  upon  his  ;  nor  can  he  with 
any  good  grace  press  his  pupils  to  exertion,  while  they 
see  that  he  makes  none  whatever  himself. 

There  is  great  danger,  in  the  midst  of  the  confine¬ 
ment  and  fatigue  of  the  schoolroom,  and  the  pressure 
of  anxiety  and  care  out  of  school,  that  the  teacher  will 
yield  to  the  temptations  of  his  position,  and  fall  into 
habits  of  indolence  as  to  his  own  improvement.  Com¬ 
pelled,  as  he  often  is,  to  labor  at  great  disadvantage, 
by  reason  of  a  small  and  poorly  furnished  schoolroom ; 
confined  through  the  day  from  the  sunshine  and  the 
fresh  breeze  ;  subjected  to  a  constant  pressure  of  duty 


27 6  teacher’s  relation 

Stagnation  accounted  for. — The  teacher  has  time. — Illustrated. 

amid  untold  trials  of  his  patience,  arising  from  the  law 
that  impels  children  to  be  active  as  well  as  inconsider 
ate  ;  required  to  concentrate  his  powers  upon  the  double 
duty  of  governing  and  teaching  at  the  same  instant,  and 
all  through  the  session, — it  is  not  strange,  when  the 
hour  of  release  comes,  that  he  should  seek  rest  or 
recreation  at  the  nearest  point,  even  to  the  neglect  of 
his  own  mental  or  moral  culture.  I  am  of  the  opinion 
that  this  accounts  for  the  fact  that  so  many  persons 
enter  the  work  of  instruction,  and  continue  in  it  for  a 
longer  or  shorter  period,  without  making  the  slightest 
progress  either  in  the  art  of  teaching  or  in  their  own 
intellectual  growth.  Their  first  school  indeed  is  often 
their  best.  This  tendency  or  temptation,  incident  to 
the  calling,  it  is  the  teacher’s  duty  constantly  and  man 
fully  to  resist.  He  can  do  it. 

1.  He  has  the  time  to  do  it.  He  is  usually  required 
to  spend  but  six  hours  in  the  day  in  the  schoolroom. 
Suppose  he  add  two  hours  more  for  the  purpose  of 
looking  over  his  lessons  and  devising  plans  for  improv¬ 
ing  his  school, — he  will  still  have  sixteen  hours  for 
sleep,  exercise,  recreation,  and  improvement.  Eight 
hours  are  sufficient  for  sleep,  especially  for  a  seden¬ 
tary  man,  (some  say  less,)  and  four  will  provide  for 
meals,  exercise,  and  recreation.  Four  still  remain 
for  improvement.  Any  teacher  who  is  systematic 
and  economical  in  the  use  of  his  time,  can  reserve 
for  the  purpose  of  his  own  improvement  four  hours 
in  every  twenty -four,  and  this  without  the  slightest 


TO  HIS  PROFESSION. 


277 


Punctuality  in  all  things. — Immediate  reward. — Proof. 

detriment  to  his  school  duties,  or  to  his  health.  To  be 
sure  he  must  lead  a  regular  life.  He  must  have  a 
plan,  and  systematically  follow  it.  He  must  be  punc¬ 
tual,  at  his  school,  at  his  meals,  at  his  exercise  or 
recreation,  at  his  hour  of  retiring  and  rising,  and  at  his 
studies.  Nor  should  he  ordinarily  devote  more  time 
than  I  have  mentioned  directly  to  his  school.  He 
should  labor  with  his  whole  soul  while  he  does  work, 
and  he  will  the  more  heartily  do  this,  if  he  has  had 
time  to  think  of  something  else  during  the  season  of 
respite  from  labor.  It  is  a  great  mistake  that  teachers 
make  when  they  think  they  shall  be  more  successful  by 
devoting  all  their  thoughts  to  their  schools.  Very  soon 
the  school  comes  to  occupy  their  sleeping  as  well  as 
waking  hours,  and  troublesome  dreams  disturb  the 
repose  of  night.  Such  men  must  soon  wear  out. 

But  according  to  the  laws  of  our  nature,  by  a  change 
of  occupation,  the  jaded  faculties  find  rest.  By  taking 
up  some  new  subject  of  inquiry,  the  intellect  is  relieved 
from  the  sense  of  fatigue  which  before  oppressed  it,  the 
thoughts  play  freely  again,  the  animation  returns,  the 
eye  kindles,  and  the  mind  expands. 

2.  Such  labor  finds  immediate  reward.  The  con¬ 
sciousness  of  growth  is  no  small  thing  towards  encour¬ 
aging  the  teacher.  He  feels  that  he  is  no  longer 
violating  his  nature  by  allowing  himself  to  stagnate. 
Then  he  will  find  every  day  that  he  can  apply  the 
newly-acquired  truth  to  the  illustration  of  some  princi¬ 
ple  he  is  attempting  to  teach.  He  has  encouraging  and 
immediate  proof  that  he  is  a  better  teacher,  and  that  he 


278  teacher’s  relation 

How  to  improve.— A  course  of  professional  reading.— The  books. 

lias  made  himself  so  by  timely  exertion.  He  is  thus 
again  stimulated  to  rise  above  those  temptations  before 
described, — this  immediate  availability  of  his  acquire¬ 
ments  being  vouchsafed  to  the  teacher,  as  it  is  not  to 
most  men,  in  order  to  prompt  him  to  stem  the  current 
which  resists  his  progress. 

And  now,  if  I  have  shown  that  a  teacher  is  bound  to 
improve  himself,  both  from  a  regard  to  his  own  well¬ 
being  and  the  influence  of  his  example  upon  others, — 
and  if  I  have  also  shown  that  he  can  improve  himself, 
I  may  be  indulged  in  making  a  few  suggestions  as  to 
the  manner  of  his  doing  it. 

1.  He  should  have  a  course  of  professional  reading . 
It  will  do  much  for  his  improvement  to  read  the  works 
of  those  who  have  written  on  the  subject  of  education 
and  the  art  of  teaching.  If  possible  he  should  collect 
and  possess  a  small  educational  library.  It  will  be  of 
great  service  to  him  to  be  able  to  read  more  than  once 
such  suggestions  as  are  abundantly  contained  in  the 
“  Teacher’s  Manual,”  by  Palmer ;  the  “  School  and 
Schoolmaster,”  by  Potter  and  Emerson  ;  the  “  Teach¬ 
er,”  by  Abbott ;  the  “  Teacher  Taught,”  by  Davis  ; 
“  Lectures  on  Schoolkeeping,”  by  Hall ;  “  The  Com¬ 
mon  School  Journal,”  “  Secretary’s  Reports,”  and 
“  Lectures,”  by  Horace  Mann ;  the  “  Connecticut 
Common  School  Journal,”  and  “  Journal  of  the  Rhode 
Island  Institute,”  by  H.  Barnard  ;  the  “  District  School 
Journal”  of  New  York,  by  Francis  Dwight  and  others  ; 
the  “  Lectures  of  the  American  Institute  of  Instruc¬ 
tion  the  “  Schoolmaster’s  Friend,”  by  T.  Dwight ; 


TO  HIS  PROFESSION.  279 

A  course  of  general  study.— One  thing  at  a  time. 

the  “  District  School,”  by  J.  Orville  Taylor;  the 
“  Teacher’s  Advocate,”  by  Cooper ;  the  writings,  if 
they  can  be  obtained,  of  Wyse,  of  Cousin,  of  Lalor,  of 
Lord  Brougham  on  Education,  together  with  such 
other  works  as  are  known  to  contain  sound  and  practi¬ 
cal  views.  It  is  not  to  be  expected  that  every  teacher 
will  possess  all  these,  or  that  he  will  read  them  all  in 
a  single  term.  But  it  is  well  to  hold  converse  with 
other  minds,  and  to  have  it  in  our  power  to  review 
their  best  thoughts  whenever  our  own  need  refreshing. 
I  have  given  a  somewhat  extended  list  of  books  be¬ 
cause  the  inquiry  is  now  so  often  made  by  teachers 
what  they  shall  read. 

2.  By  pursuing  systematically  a  course  of  general 
study.  Many  teachers  who  have  a  desire  to  improve 
themselves,  still  fritter  away  their  time  upon  little  mis¬ 
cellaneous  matters,  without  making  real  progress.  It 
is  well  in  this  to  have  a  plan.  Let  some  one  study, — 
it  may  be  geology,  or  astronomy,  or  chemistry,  or 
botany,  or  the  pure  mathematics, — let  some  one  study 
receive  constant  attention  till  no  mean  attainments  have 
been  made  in  it.  By  taking  one  thing  at  a  time  and 
diligently  pursuing  it,  at  the  end  .  of  a  term  the  teacher 
feels  that  he  has  something  to  show  for  his  labor, — and 
he  is,  by  the  advance  already  made,  prepared  to  take 
the  next  and  more  difficult  step.  In  a  course  of  years, 
while  a  neighbor  who  began  teaching  at  the  same  time, 
has  been  stagnating  or  even  retrograding  for  the  want 
of  a  plan  and  a  purpose,  a  diligent  man,  by  system  and 
perseverance,  may  make  himself  at  least  equal  to  many 


280  teacher’s  relation 

A  journal  or  common-place  book. — Why  ? — A  demonstration. 

who  have  enjoyed  better  advantages  in  early  life,  and 
at  the  same  time  have  the  superadded  enjoyment  of 
feeling  that  he  has  been  his  own  teacher. 

3.  Keep  a  journal  or  common-place  book.  The  habit 
of  composing  daily  is  very  valuable  to  the  teacher.  In 
this  book  he  may  record  whatever  plans  he  has  devised 
with  their  results  in  practice.  He  may  enter  remarka¬ 
ble  cases  of  discipline, — in  short,  any  thing  which  in 
the  course  of  his  practice  he  finds  interesting.  Those 
valuable  suggestions  which  he  receives  from  others,  or 
hints  that  he  may  derive  from  books,  may  be  epito¬ 
mized  here,  and  thus  be  treasured  up  for  future  refer¬ 
ence.  Sometimes  one’s  best  thoughts  fade  from  his 
own  mind,  and  he  has  no  power  to  recall  them.  Such 
a  book  would  preserve  them,  and  would  moreover 
show  the  character  of  one’s  thoughts  at  any  particular 
period,  and  the  progress  of  thought,  from  one  period 
to  another,  better  than  any  other  means.* 

To  these  means  of  self-culture  I  would  add  the  prac¬ 
tice  of  carefully  reading  and  writing  on  chosen  subjects, 
more  fully  described  in  the  chapter  on  Habits  of  the 
Teacher. 

By  all  these  means  and  such  others  as  may  come 
within  his  reach,  if  a  teacher  succeeds  in  his  attempts 
at  progress,  he  does  much  for  his  profession.  The  very 
fact  that  he  has  given  practical  demonstration  that  a 
man  may  teach  and  still  improve  ;  that  the  temptations 


*  For  further  remarks  on  the  Common-place  Book,  see  chap.  vii.  p.  108, 
Note. 


TO  HIS  PROFESSION.  281 

Encouragement  to  others. — Mutual  aid. — Selfishness. 

of  bis  profession  may  be  resisted  and  overcome  ;  that 
the  life  of  the  pedagogue  which  has  required  him  to 
keep  the  company  of  small  minds,  and  to  be  occupied 
with  minute  objects,  has  never  prevented  his  holding 
communion  with  the  greatest  men  our  earth  has  known, 
nor  circumscribed  in  the  least  the  sphere  of  his  grasp¬ 
ing  research, — I  say  the  very  fact  that  he  has  thus 
shown  what  a  man  may  do  under  such  circum 
stances,  may  do  much  to  encourage  others  to  like 
effort. 

But  there  are  other  and  direct  duties  which  he  owes 
to  his  profession,  which  I  proceed  to  consider  under 
the  head  of 

SECTION  II.— MUTUAL  AID. 

Every  teacher  should  be  willing  to  impart  as  well  as 
to  receive  good.  No  one,  whatever  may  be  his  per¬ 
sonal  exertions,  can  monopolize  all  the  wisdom  of  the 
world.  The  French  have  a  proverb  that  “  Everybody 
is  wiser  than  anybody.”  Acting  on  this  principle,  the 
teacher  should  be  willing  to  bring  his  attainments  into 
the  common  stock,  and  to  diffuse  around  him  as  far  as 
he  is  able  the  light  he  possesses.  I  have  no  language 
with  which  to  express  my  abhorrence  of  that  selfish¬ 
ness,  which  prompts  a  man,  after  attaining  to  some 
eminence  as  a  teacher  by  the  free  use  of  all  the  means 
within  his  reach,  self-complacently  to  stand  aloof  from 
nis  fellow  teachers,  as  if  he  would  say,  “  Brethren, 
help  yourselves — I  have  no  need  of  you,  and  you  have 
no  claim  upon  me.  I  have  toiled  hard  for  my  erni- 


252  teacher’s  relation 

An  exclusive  spirit — without  excuse. — Mutual  visitation. 

nence,  and  the  secret  is  with  me.  I  will  enjoy  it  alone. 
When  you  have  toiled  as  long,  you  may  be  as  wise. 
Brethren,  help  yourselves.”  Such  a  spirit  would  per¬ 
haps  be  tolerated  by  the  world  in  an  avaricious  man, 
who  had  labored  to  treasure  up  the  shining  dust  of  earth. 
But  no  man  may  innocently  monopolize  knowledge. 
The  light  of  the  sun  is  shed  in  golden  refulgence  upon 
every  man,  and  no  one  if  he  would,  may  separate  a 
portion  for  his  own  exclusive  use,  by  closing  his  shut¬ 
ters  about  him, — for  that  moment  his  light  becomes 
darkness.  It  is  thus  with  the  light  of  knowledge. 
Like  the  air  we  breathe,  or  like  the  rain  from  heaven, 
it  should  be  free  to  all.  The  man  who  wotlld  lock  up 
the  treasures  of  learning  from  the  gaze  of  the  whole 
world,  whether  in  the  tomes  of  some  dusty  library,  as 
of  old  it  was  done,  or  in  the  recesses  of  his  narrower 
soul,  is  unworthy  of  the  name  of  man  ;  he  certainly 
has  not  the  spirit  of  the  teacher. 

An  exclusive  spirit  may  be  borne  where  meaner 
things,  as  houses,  and  lands,  and  gold,  are  at  stake  ; 
but  in  education  and  religion — light  and  love, — where 
giving  doth  not  impoverish  nor  withholding  make  rich, 
there  is  not  even  the  shadow  of  an  excuse  for  it.  The 
man  who  is  exclusive  in  these  things,  would  be  so,  I 
fear,  in  heaven. 

How  can  teachers  encourage  each  other  ? 

1.  By  mutual  visitation.  Very  much  may  be  done 
by  social  intercourse.  Two  teachers  can  scarcely 
converse  together  an  hour  withouj;  benefiting  each 
other.  The  advantages  of  intercourse  with  friends, 


TO  HIS  PROFESSION.  283 

Dr.  Young. — Even  one’s  faults  may  instruct  us. 

as  delineated  by  Dr.  Young,  may  not  be  denied  to 
teachers. 

“  Hast  thou  no  friend  to  set  thy  mind  abroach  ? 

Good  sense  will  stagnate.  Thoughts  shut  up  want  air, 

And  spoil  like  bales  unopened  to  the  sun. 

Had  thought  been  all,  sweet  speech  had  been  denied. 

JA  *1 /.  4/,  <Z.  42. 

71*  VI*  71*  7r*  7t*  VI* 

Thought,  too,  delivered,  is  the  more  possessed  : 

Teaching,  we  learn ;  and  giving,  we  retain 

The  births  of  intellect ;  when  dumb,  forgot.  . 

Speech  ventilates  our  intellectual  fire ; 

Speech  burnishes  our  meutal  magazine, 

Brightens  for  ornament,  and  whets  for  use.” 

But  not  only  should  teachers  visit  one  another, — it  is 
profitable  also  for  them  to  visit  each  other’s  schools.  I 
have  never  spent  an  hour  in  the  school  of  another  with¬ 
out  gaining  some  instruction.  Sometimes  a  new  way 
of  illustrating  a  difficult  point,  sometimes  an  exhibition 
of  tact  in  managing  a  difficult  case  in  discipline,  some 
times  an  improved  method  of  keeping  up  the  interest 
in  a  class,  would  suggest  the  means  of  making  my  own 
labors  the  more  successful.  And  even  should  one’s 
neighbor  be  a  bad  teacher,  one  may  sometimes  learn 
as  much  from  witnessing  glaring  defects  as  great  ex¬ 
cellencies.  Some  of  the  most  profitable  lessons  I  have 
ever  received,  have  been  drawn  from  the  deficiencies 
of  a  fellow  teacher.  We  seldom  “  see  ourselves  as 
others  see  us  and  we  are  often  insensible  of  our 
own  faults  till  we  have  seen  them  strikingly  exhibited 
by  another ;  and  then  by  a  comparison  we  correct  our 
own. 

Besides,  by  a  visitation  of  a  friend’s  school  we  may 


284  teacher’s  relation 

Stated  teachers’  meetings. — Their  use.— Employ  the  pen. 

not  only  receive  good,  but  we  may  impart  it.  If  there 
is  mutual  confidence,  a  few  words  may  aid  him  to  cor¬ 
rect  his  faults,  if  he  has  any, — faults  which  but  for 
such  suggestion  might  grow  into  confirmed  habits,  to 
his  permanent  injury. 

So  important  is  this  mutual  visitation  among  teach¬ 
ers  as  a  means  of  improvement,  that  I  doubt  not  em¬ 
ployers  would  find  it  for  their  interest  to  encourage  it 
by  allowing  the  teachers  to  set  apart  an  occasional  half 
day  for  this  purpose. 

It  would,  moreover,  be  very  useful  for  the  teachers 
of  a  town  to  hold  stated  meetings,  as  often  as  once  a 
month,  for  the  purpose  of  mutual  improvement.  It 
would  cultivate  a  fellow-feeling  among  them,  and  it 
would  afford  them  an  opportunity  to  exchange  thoughts 
on  most  of  the  difficulties  which  they  meet  in  their 
schools,  and  the  best  methods  of  surmounting  them. 
At  these  meetings,  a' mutual  exchange  of  books  on  the 
subject  of  teaching,  would  extend  the  facilities  of  each 
for  improving  his  own  mind  and  his  methods  of  in¬ 
struction  and  government. 

2.  By  the  use  of  the  pen.  Every  teacher  should  be 
a  ready  writer.  Nearly  every  teacher  could  gain  ac¬ 
cess  to  the  columns  of  some  paper,  through  which  he 
could  impart  the  results  of  his  experience,  or  of  his 
reflection.  Such  a  course  would  benefit  him  specially, 
and  at  the  same  time  it  would  awaken  other  minds  to 
thought  and  action.  In  this  way  the  attention,  not  only 
of  teachers  but  parents,  would  be  called  to  the  great 
work  of  education.  One  mind  in  this  way  might  move 


TO  HIS  PROFESSION.  285 

Teachers’  Associations. — Institutes. — Their  utility. — Should  be  practical. 

a  thousand.  If  a  teacher  does  not  feel  qualified  to 
instruct ,  let  him  inquire,  and  thus  call  out  the  wisdom 
of  others.  This  could  be  done  in  nearly  every  village. 
The  press  is  almost  always  ready  to  promote  the  cause 
of  education.  By  the  use  of  it,  teachers  may  profita¬ 
bly  discuss  all  the  great  questions  pertaining  to  their 
duty,  and  at  the  same  time  enlighten  the  community  in 
which  they  live.  This  is  an  instrumentality  as  yet  too 
little  employed. 

3.  By  Teachers’’  Associations  or  Institutes .  These 
are  peculiarly  adapted  to  the  diffusion  of  the  best 
plans  of  instruction.  Rightly  conducted,  they  can 
never  fail  of  being  useful.  Every  man  who  lectures 
or  teaches,  is  profited  by  the  preparation.  If  he  is 
a  man  of  wisdom  and  experience,  he  will  benefit  his 
hearers.  If  otherwise,  the  discussion,  which  should 
ever  follow  a  lecture,  will  expose  its  fallacies.  It  has 
often  happened  in  such  .associations,  that  an  honest 
and  experienced  man  has,  in  a  half-hour,  given  to 
the  younger  portion  of  the  members,  lessons  of 
wisdom  which  it  would  take  them  years  to  learn  by 
their  own  observation.  Errors  in  principle  and  prac¬ 
tice  have  been  exposed,  into  which  many  a  young 
teacher  was  unconsciously  falling,  and  hints  have 
been  given  to  the  quicker  minds,  by  which  their  own 
modes  of  teaching  and  governing  have  been  speedily 
improved. 

As  far  as  possible,  such  meetings  should  be  made 
strictly  practical.  The  older  teachers,  who  usually 
have  the  most  to  do  with  the  management  of  them, 


2S6  teacher’s  relation 

A  perversion. — Talk. — Encouragement  by  meeting  friends. 

should  bear  in  mind  that  they  are  mainly  designed 
to  diffuse  practical  ideas  of  teaching,  particularly 
among  the  younger  members.  Too  often,  these 
meetings  are  made  the  arena  of  debate  upon  questions 
of  very  little  practical  importance  to  the  teacher.  I 
have  seen  a  body  of  men  spend  an  entire  session 
of  a  half-day,  in  discussing  a  series  of  overwrought 
resolutions ,  upon  some  topic  scarcely  at  all  connected 
with  any  duty  of  the  teacher,  frequently  leaving  the 
main  question  to  wrangle  about  some  point  of  order, 
or  of  “  parliamentary  usage  and  after  the  resolutions 
were  passed  or  rejected,  as  the  case  might  be, — (and 
it  was  of  very  little  consequence  whether  “-carried”  or 
“  lost,”) — the  ladies  and  younger  teachers  who  had 
borne  no  part  in  the  talk ,  would  find  it  difficult  to  tell 
“  wherefore  they  had  come  together.”  Nothing  had 
been  said  or  done  by  which  they  could  be  aided  in 
their  schools.  Lecturers ,  too,  have  frequently  mis¬ 
taken  their  aim.  Ambitious  to  shine  out  as  literary 
men,  they  have  given  orations  instead  of  practical 
lessons.  In  these  meetings,  it  seems  to  me,  nothing 
ostentatious,  nothing  far-fetched  is  what  we  need  ; 
but  rather  the  modes  and  *  experience  of  practical 
men.  We  need  to  come  down  to  the  schoolroom, 
to  the  every-day  business  of  the  teacher,  and  thus 
prepare  him  to  do  his. work  more  successfully  on  his 
return  to  his  duties. 

Another,  and  no  inconsiderable  advantage  of  such 
associations,  is,  that  the  teacher  gains  encouragement 
and  strength,  by  being  thus  brought  in  contact  with 


TO  HIS  PROFESSION.  287 

Illustration. — A  professional  feeling. — Light  breaks  in. 

others  engaged  in  the  same  pursuit.  Toiling  on  alone, 
in  his  isolated  district,  surrounded  by  obstacles  and 
discouragements,  weighed  down  by  care,  and  finding 
none  to  sympathize  with  him,  he  is  almost  ready  to 
faint  in  his  course,  and  perhaps  to  abandon  his  calling. 
At  this  crisis,  he  reads  the  notice  for  the  teachers’ 
meeting,  and  he  resolves  to  go  up  once  more  to  the 
gathering  of  his  friends.  From  the  various  parts  of 
the  county,  from  the  populous  and  crowded  city,  and 
from  the  byways  of  the  country-towns,  a  goodly 
number  collect  together  and  greet  each  other.  Smile 
answers  to  smile,  the  blood  courses  more  freely  through 
the  veins,  the  spirits,  long  depressed  perhaps,  partake 
of  the  general  glow,  and  each  feels  that  .he  is  not 
toiling  alone.  He  feels  that  a  noble  brotherhood  of 
kindred  spirits  are  laboring  in  the  same  field,  under 
trials  and  discouragements  similar  to  those  which  have 
oppressed  him.  He  derives  new  strength  from  the 
sympathy  of  friends. 

A  professional  feeling  is  engendered,  which  will 
accompany  him  to  his  schoolroom  ;  and  when  he 
goes  home,  it  is  with  renewed  vigor  and  fresh  aspirings 
to  be  a  better  man,  and  a  better  teacher.  He  labors 
with  more  confidence  in  himself ;  and,  enlightened 
by  what  he  has  seen  and  heard,  he  is  far  more 
successful  than  before.  His  pupils,  too,  respond  to 
the  new  life  they  see  enkindling  in  him,  and  go  to 
their  work  more  cheerfully.  One  difficulty  after 
another  vanishes,  and  he  begins  to  think  teaching, 
after  all,  is  not  the  worst  employment  in  the  world, 


288 


teacher’s  relation 


Cautions. — Be  honest. — Danger  of  over-coloring. 

but  that  it  has  some  flowers  as  well  as  thorns  ;  and 
he  concludes  to  remain  in  the  profession.  This  has 
been  the  history  of  at  least  one  man.  Long  may 
many  others  have  occasion  to  exercise  gratitude  like 
his,  for  the  enjoyment  of  similar  privileges.* 


I  ought  not  to  leave  this  subject  without  a  word 
or  two  of  caution. 

1.  Be  honest.  In  all  your  intercourse  with  your 
fellow-teachers,  be  careful  to  use  the  words  of  “  truth 
and  soberness.”  In  stating  your  experience,  never 
allow  your  fancy  to  embellish  your  facts.  Of  this 
there  is  great  danger.  The  young  are  sometimes 
tempted  to  tell  a  good  story  ;  but  a  deviation  from 
the  truth — always  perilous,  and  always  wrong — may 
be  peculiarly  disastrous  here.  Experience  overstated, 
may  egregiously  mislead  the  unwary  inquirer  after 
truth.  Never  over-color  the  picture  ;  it  is  better  to  err 
on  the  other  side. 

So,  likewise,  in  exhibiting  your  school  to  fellow- 


*  The  Essex  County  Teachers’  Association,  in  Massachusetts,  was 
first  organized  in  1829,  and  for  seventeen  years  its  meetings,  of  two  days 
each,  have  been  held  semi-annually,  and  usually  very  fully  attended. 
This  association  has  wrought  an  untold  amount  of  usefulness,  by  its 
improvement  and  encouragement  of  the  teachers  of  that  county,— and 
at  this  time  it  continues  to  diffuse  its  wonted  blessings.  A  more  intelligent 
and  devoted  body  of  teachers  cannot  be  found  in  the  United  States,  than 
those  who  now  compose  that  association.  Long  may  it  continue  to  irra 
diate  its  glorious  light ;  and  long  may  its  devoted  members  enjoy  the  well- 
merited  confidence  of  the  community  in  which  they  labor. 


TO  HIS  PROFESSION.  2S9 

Every-day  practice. — “  Nothing  extraordinary — Avoid  imitation. 

teachers,  be  strictly  honest.  They  come  to  learn 
from  your  every-day  practice,  and  not  from  a  coun¬ 
terfeit  ;  and  whenever  you  dress  your  school  in  a 
showy  garb,  to  win  the  applause  of  a  fellow-teacher, 
you  do  him  a  great  injustice.  You  may  not  please 
your  friend  so  much  by  your  ordinary  mode,  as  by 
something  assumed  for  the  occasion  ;  but  you  may 
profit  him  far  more  ;  and  in  the  end,  you  lose  nothing 
by  pursuing  the  line  of  duty. 

I  well  remember,  that  a  somewhat  distinguished 
teacher  once  visited  my  own  school,  who,  on  going 
away,  expressed  himself  somewhat  disappointed,  be¬ 
cause  he  did  not  see  any  thing  “  extraordinary ,”  as 
he  said,  in  my  mode  of  procedure.  The  truth  was, 
nothing  extraordinary  was  attempted.  He  saw  what 
I  wished  to  show  him,  an  ordinary  day’s  work  ;  for 
I  had  before  that  time  imbibed  the  opinion,  that  a 
man’s  reputation  will  be  more  firmly  established,  by 
sustaining  every  day  a  fair  mediocrity,  than  it  ever  can 
be  by  an  attempt  to  outdo  himself  on  a  few  special 
occasions.  As  the  value  of  biographical  writing  is 
often  very  much  diminished,  because  the  writer  has 
endeavored  to  paint  his  character  too  perfect  to  he 
human , — so  these  visitations  will  lose  their  utility, 
whenever,  by  substituting  hollow  pretension  for  sober 
reality,  the  teacher  endeavors  to  exhibit  such  a  school 
as  he  does  not  daily  keep. 

2.  Avoid  servile  imitation  of  any  model.  It  is 
often  remarked,  that  every  man’s  plan  is  the  best 
for  him  ;  and  that  many  besides  David  can  never 

19 


200  teacher’s  relation 

Adapt  rather  than  adopt  another’s  plans. — Avoid  self-sufficiency. 

Tight  in  Saul’s  armor.  This  is  generally  true.  All 
experience,  then,  should  be  considered,  in  connection 
with  the  circumstances  under  which  it  was  tried, 
never  forgetting  the  character  and  genius  of  the 
person  who  relates  it.  What  might  succeed  in  his 
hand,  may  fail  in  yours ;  particularly,  as  you  will 
lack  the  interest  of  an  original  inventor. 

The  true  secret  lies  in  listening  to  the  views  of  all, 
and  then  in  making  a  judicious  combination  to  meet 
your  own  character,  and  your  own  circumstances. 
It  is  often  better  to  adjust  and  adapt  the  plan  of 
another,  than  to  adopt  it.  Servile  imitation  precludes 
thought  in  the  teacher,  and  reduces  him”  to  a  mere 
machine.  The  most  successful  teachers  I  have  ever 
known,  were  those  who  would  listen  attentively  to 
the  plans  and  experience  of  others,  and  then  strike 
out  a  course  for  themselves,  attempting  that,  and  that 
only,  which  they  were  confident  they  could  success¬ 
fully  execute. 

3.  Avoid  undue  self-sufficiency .  Men  usually  cease 
to  learn  when  they  think  they  are  wise  enough.  The 
teacher  is  in  danger  of  falling  into  this  error.  Moving 
for  the  most  part  among  children,  where  his  decisions 
are  seldom  questioned,  he  is  very  apt  to  attach  undue 
importance  to  his  own  opinions.  Such  a  man  meets 
his  fellows  with  much  self-complacency,  and  is  but 
poorly  prepared  to  be  profited  by  the  views  of 
others.  But  the  teacher  should  never  cease  to  be 
teachable.  There  are  very  few  men  too  old,  or  too 
w  ise  to  learn  something  ;  and  they  are  the  wisest, 


TO  HIS  PROFESSION.  291 

Babes  and  sucklings. 

if  not  the  oldest,  who  are  willing  to  welcome  a  real 
improvement,  even  though  it  should  come  from  com¬ 
parative  “  babes  and  sucklings,”  out  of  whose  mouths 
God  has  sometimes  perfected  praise. 


X 

S'j 
f ; 


292 


MISCELLANEOUS  SUGGESTIONS. 


Miscellaneous  hints. — Things  to  be  avoided. — Prejudice. 


CHAPTER  XIV. 

MISCELLANEOUS  SUGGESTIONS. 

On  looking  over  the  notes  which  I  have  at  various 
times  made  of  my  own  experience  and  observation, 
during  twenty  years  of  practical  teaching,  I  find  there 
are  several  thoughts  which  may  be  of  some  service  to 
the  young  teacher,  and  which  have  not  beeir  introduced 
under  any  of  the  general  topics  of  this  volume.  I  have 
therefore  thought  best  to  introduce  a  special  chapter, 
with  the  above  title,  where  I  might  lawfully  bring 
together,  without  much  regard  to  method,  such  varied 
hints  as  may  convey  to  some  reader  a  useful  lesson. 
Some  of  these  hints  will  refer  to  faults  which  should 
be  carefully  avoided ,  while  others  will  point  out  some 
duties  to  be  performed. 

SECTION  I.— THINGS  TO  BE  AVOIDED. 

1.  Guard  against  prejudice  on  entering  a  school. 
It  is  not  always  safe  to  rely  upon  first  impressions  as 
to  character.  At  the  opening  of  a  school,  perhaps  fifty 
individuals  for  the  first  time  are  brought  before  the 
teacher.  Some  of  them  are  from  humble  life,  and 
perhaps  bear  upon  them  the  marks  of  parental  neglect 


MISCELLANEOUS  SUGGESTIONS.  293 

Danger  of  prejudice. — Its  injustice. — Why  ? 

Their  persons  and  their  clothing  may  present  nothing 
to  attract  and  gratify  the  eye  of  a  stranger.  Little 
accustomed  to  society,  they  exhibit  an  awkward  bash¬ 
fulness,  or  an  impertinent  forwardness,  in  their  manner. 
Contrasted  with  these,  others  appear  who  have  been 
the  children  of  indulgence,  and  who  have  seen  much 
more  of  the  world.  A  more  expensive  garb  attracts 
the  eye  ;  a  more  easy  and  familiar  address,  conforming 
to  the  artificial  modes  of  society,  is  very  likely  to 
win  the  heart.  The  teacher  is  very  prone  to  find  his 
feelings  committed  in  favor  of  the  latter  class,  and 
against  the  former.  But  this  is  all  wrong.  A  judgment 
thus  hastily  formed  is  extremely  hazardous, — as  a  few 
days’  acquaintance  will  usually  show.  The  child  of 
blunt  or  shy  demeanor  often  has  the  truest  heart, — a 
heart  whose  sentiments  go  out  by  the  shortest  course, 
— a  heart  that  has  never  learned  the  artificial  forms  of 
the  world,  because  it  has  never  felt  the  need  of  them. 
And  how  unjust  to  the  child  is  a  prejudice  founded 
on  the  circumstance  of  dress  !  Must  the  inability  or 
neglect  of  his  parent  be  doubly  visited  on  him  ?  Is  it 
not  enough  that  he  daily  feels  the  inward  mortification 
of  a  contrast  with  his  more  favored  school-fellows  ? 
Must  he  be  painfully  reminded  of  it  by  discovering 
that  his  teacher  repels  him  on  that  account,  and  be¬ 
stows  his  kindliest  smiles  upon  those  who  are  “  the 
brightest  and  best  clad”  ? 

And  yet  such  unjust  prejudice  is  common ;  wrong 
and  unfeeling  as  it  is,  it  is  too  common.  A  fine 
dress,  and  a  clean  face,  and  a  graceful  manner,  I  know 


294  MISCELLANEOUS  SUGGESTIONS. 

Pupils  not  to  direct  their  studies. — This  the  teacher’s  province. 

are  attractive  ;  but  the  teacher  has  to  do  with  the  mind 
and  the  heart ; — and  he  should  never  be  deterred  by 
any  thing  exterior,  from  making  a  diligent  and  patient 
search  for  good  qualities  which  have  their  home  behind 
the  surface, — and  he  should  ever  possess  a  smile  as 
cordial  and  a  tone  as  parental  for  the  neglected  child 
of  poverty  and  ignorance,  as  for  the  more  favored  son 
of  wealth  and  ease. 

2.  Do  not  allow  your  pupils  to  direct  their  own 
studies.  Whatever  their  age  may  be,  they  are  seldom 
capable  of  doing  this.  It  is  the  aim  of  the  )mung  to 
get  over  a  long  course  of  study.  They  are  usually 
pleased  to  belong  to  higher  classes  before  they  have 
mastered  the  branches  taught  in  the  lower.  If  children 
are  suffered  to  direct  their  own  studies,  they  usually 
make  themselves  very  poor  scholars.  This  is  the  bane 
of  many  of  our  select  schools  and  academies,  where 
the  teacher  yields  this  right  in  order  to  secure  pupils 
and  a  salary.  But  no  one,  not  even  the  parent,  is  as 
competent  as  the  teacher  ought  to  be,  to  direct  in  this 
matter.  He  has  the  best  opportunity  daily  to  fathom 
the  pupil’s  attainments,  and  to  understand  his  defi¬ 
ciencies.  He  may  claim  the  right  to  direct.  In  case 
the  pupil  withstands  his  decision,  the  teacher  should 
appeal  to  the  parent,  and  endeavor  there  to  sustain  his 
point,  a  thing  generally  within  his  power,  if  indeed  he  is 
right.  If  the  parent  too  is  obstinate,  and  firmly  insists 
upon  the  wrong  course,  the  teacher  may  perhaps  sub¬ 
mit,  though  he  cannot  submit  without  the  consciousness 
that  his  province  has  been  invaded. 


MISCELLANEOUS  SUGGESTIONS. 


295 


A  mistake. — An  egregious  evil  in  all  schools. — Illustrated. 

It  is  too  frequently  the  case  that  the  teacher  at  the 
first  yields  all  this  ground  voluntarily,  by  asking  the 
children  what  they  wish  to  study.  When  lie  has  once 
made  them  a  party  in  this  question,  he  need  not  wonder 
if  they  claim  to  be  heard.  This  he  should  not  do. 
He  should  first  be  sure  that  he  is  qualified  to  direct 
aright,  and  then,  as  a  matter  of  course,  proceed  to  do 
it,  just  as  the  physician  would  prescribe  for  the  physical 
malady  of  such  a  child.  The  latter  is  not  more  the 
rightful  duty  of  the  physician,  than  the  former  is  of  the 
school  teacher.  Neither  has  the  power  to  enforce  his 
prescription  against  the  parents’  consent, — but  that 
consent  may  be  taken  for  granted  by  both,  till  informed 
that  it  is  withheld. 

I  may  here  remark  that  in  all  my  intercourse  with 
the  young,  whether  in  the  common  or  the  higher  school, 
I  have  found  no  greater  evil  than  that  of  proceeding 
to  the  more  difficult  branches  before  the  elementary 
studies  have  been  mastered.  It  is  no  uncommon  thing 
to  find  those  who  have  “  attended”  to  the  higher  mathe¬ 
matics — algebra,  geometry,  and  the  like — whose  reading 
and  writing  are  wretched  in  the  extreme,  and  whose 
spelling  is  absolutely  intolerable  !  They  have  been 
pursuing  quadratics,  but  are  unable  to  explain  why 
they  “  carry  one  for  every  ten  they  have  wandered 
among  the  stars  in  search  of  other  worlds,  by  the 
science  of  astronomy,  without  knowing  the  most  sim¬ 
ple  points  in  the  geography  of  our  own ;  they  have 
studied  logarithms  and  infinite  series,  but  cannot  be 
cafely  trusted  to  add  a  column  of  figures,  or  to  com- 


296  MISCELLANEOUS  SUGGESTIONS. 

The  teacher — the  remedy.— Do  not  attempt  too  many  things. 

pute  the  simple  interest  upon  a  common  note  !  In 
short,  they  have  studied  every  thing ,  except  what  is 
most  useful  to  be  known  in  practical  life,  and  have 
really  learned — nothing ! 

Now  if  this  evil — grievous  and  extensive  as  it  is  at 
present — is  destined  ever  to  be  abated,  it  is  to  be 
accomplished  by  the  instrumentality  of  the  teacher, 
acting,  in  his  appropriate  sphere,  in  the  capacity  of  a 
director  as  to  the  course  of  study  for  the  young.  He 
must  not  be  a  man  who  can  merely  teach ,  but  one  who 
understands  the  high  import  of  a  true  education,  and 
knows  how  to  prescribe  the  order  of  its  progress  ;  one, 
in  short,  who  will  never  attempt  to  erect  a  showy 
superstructure  upon  an  insufficient  foundation. 

3.  Do  not  attempt  to  teach  too  many  things .  There 
is  a  tendency  at  present  to  introduce  too  many  things 
into  all  our  schools.  Nothing  is  more  common  than  to 
hear  our  public  lecturers  declare,  as  they  become  a 
little  enthusiastic  in  any  given  department,  that  “  this 
branch  should  at  once  be  made  a  study  in  our  common 
schools.”  This  is  heard  of  almost  the  whole  round 
of  the  natural  sciences.  But  it  seems  to  me  to  be 
dictated  by  over-wrought  enthusiasm.  Every  thing 
cannot  he  well  taught  in  our  schools ;  nor  should  too 
much  be  attempted.  It  is  the  province  of  our  schools 
— particularly  our  common  schools — to  afford  thorough 
instruction  in  a  few  things ,  and  to  awaken  a  desire 
for  more  extended  attainment.  The  instruction  given 
should,  as  far  as  possible,  be  complete  in  itself, — while 
it  should  afford  the  means  of  making  further  advance 

O 


MISCELLANEOUS  SUGGESTIONS.  297 

Make  no  ambiguous  mark  upon  mind. — “  Mind  your  business.”— Excuses. 

ment ;  but  that  instruction  which,  being  merely  super¬ 
ficial,  neither  itself  informs  the  mind  nor  imparts  the 
desire  and  the  means  of  future  self-improvement,  is 
worse  than  useless  ;  it  is  positively  injurious.  A  few 
branches  thoroughly  possessed,  are  worth  more  than  a 
thousand  merely  glanced  at, — and  the  idea  of  changing 
our  common  schools  to  universities,  where  our  children, 
before  they  pass  from  the  years  of  their  babyhood,  are 
to  grasp  the  whole  range  of  the  sciences,  is  one  of  the 
most  preposterous  that  has  grown  up  even  in  this  age 
of  follies.  The  teacher,  then,  should  not  undertake  too 
much  ;  he  should  be  sure  that  he  can  accomplish  what 
he  undertakes.  The  marh  he  makes  upon  the  young 
should  he  710  uncertain  sign. 

4.  Never  attend  to  extraneous  business  in  school 
hours.  This  is  a  common  fault.  Many  teachers  neg¬ 
lect  their  duties  in  school  to  write  letters,  or  transact 
such  other  business  as  should  be  done  at  home.  This 
is  always  wrong.  There  is  no  time  for  it  in  any  school ; 
for  a  diligent  teacher  can  always  find  full  employment 
even  with  a  small  number.  Besides,  he  has  engaged 
to  devote  himself  to  the  school ;  and  any  departure  from 
this  is  a  violation  of  his  contract.  The  children  will  so 
view  it,  and  thus  lose  much  of  their  respect  for  the 
teacher.  Moreover,  if  they  see  him  neglect  his  business 
for  some  other,  they  will  be  very  likely  to  neglect  theirs, 
and  thus  disorder  will  be  introduced.  I  hold  that  the 
teacher  is  bound  to  devote  every  moment  of  school  hours 
to  active  labor  for  the  school. 

5.  Avoid  making  excuses  to  visitors  for  the  dejects 


298 


MISCELLANEOUS  SUGGESTIONS. 


Dr  Franklin’s  remark.— An  illustration. 

of  your  school.  Franklin,  I  think,  said  that  “  a  man 
who  is  good  for  making  excuses  is*  good  for  nothing 
else.”  I  have  often  thought  of  this  as  I  have  visited 
the  schools  of  persons  given  to  this  failing.  It  is 
sometimes  quite  amusing  to  hear  such  a  teacher  keep 
up  a  sort  of  running  apology  for  the  various  pupils. 
A  class  is  called  to  read.  The  teacher  remarks,  “  This 
class  have  but  just  commenced  reading  in  this  book.” 
Stephen  finishes  the  first  paragraph,  and  the  teacher 
adds,  “  Stephen  has  not  attended  school  very  regularly 
lately.”  William  reads  the  second.  “  This  boy,”  says 
the  teacher,  “  was  very  backward  when  I  came  here — 
he  has  but  just  joined  this  class.”  Charles  executes  the 
third.  “  That  boy  has  an  impediment  in  his  speech.” 
Reuben  follows.  “  It  is  almost  impossible  to  make  a 
good  reader  of  Reuben ;  he  never  seems  to  pay  the 
least  attention.  I  have  bestowed  unwearied  pains 
upon  him.”  Mary  takes  her  turn.  “  This  girl  has  lost 
her  book,  and  her  father  refuses  to  buy  her  another.” 
Mary  here  blushes  to  the  eyes, — for  though  she  could 
bear  his  reproof,  she  still  has  some  sense  of  family 
pride  ;  she  bursts  into  tears,  while  Martha  reads  the 
next  paragraph.  “  I  have  tried  all  along,”  says  the 
teacher,  “  to  make  this  girl  raise  her  voice,  but  still  she 
will  almost  stifle  her  words.”  Martha  looks  dejected, 
and  the  next  in  order  makes  an  attempt. 

Now  the  teacher  in  all  this  has  no  malicious  design 
to  wound  the  feelings  of  every  child  in  the  class, — 
and  yet  he  as  effectually  accomplishes  that  result 
a?  if  he  had  premeditated  it.  Every  scholar  is  inter- 


MISCELLANEOUS  SUGGESTIONS.  299 

Pity  excited. — “  When  I  came  here” — Meanness. — “  How  old  are  you?” 

ested  to  read  as  well  as  possible  in  the  presence  of 
strangers  ;  every  one  makes  the  effort  to  do  so  ;  yet 
every  one  is  practically  pronounced  to  have  failed. 
The  visitors  pity  the  poor  pupils  for  the  pain  they  are 
made  thus  needlessly  to  suffer,  and  they  pity  also  the 
weakness  of  the  poor  teacher ,  whose  love  of  approba¬ 
tion  has  so  blinded  his  own  perception  that  he  is  regard¬ 
less  of  the  feelings  of  others,  and  thinks  of  nothing  but 
his  own. 

This  over-anxiety  for  the  good  opinion  of  others 
shows  itself  in  a  still  less  amiable  light,  when  the 
teacher  frequently  makes  unfavorable  allusions  to  his 
predecessor.  “When  I  came  here ,”  says  the  teacher 
significantly,  “  I  found  them  all  poor  readers.”  Or,  if 
a  little  disorder  occurs  in  school,  he  takes  care  to 
add,  “  I  found  the  school  in  perfect  confusion,” — or, 
“  the  former  teacher,  as  near  as  I  can  learn,  used  to 
allow  the  children  to  talk  and  play  as  much  as  they 
pleased.”  Now,  whatever  view  we  take  of  such  a 
course,  it  is  impossible  to  pronounce  it  any  thing  better 
than  despicable  meanness.  For  if  the  charge  is  true,  it 
is  by  no  means  magnanimous  to  publish  the  faults  of 
another  ;  and  if  it  is  untrue  in  whole  or  in  part,  as  most 
likely  it  is,  none  but  a  contemptible  person  would  mag¬ 
nify  another’s  failings  to  mitigate  his  own. 

There  is  still  another  way  in  which  this  love  of  per¬ 
sonal  applause  exhibits  itself.  I  have  seen  teachers 
call  upon  their  brightest  scholars  to  recite,  and  then 
ask  them  to  tell  their  age ,  in  order  to  remind  the 
visitor  that  they  were  very  young  to  do  so  well ;  and 


300  MISCELLANEOUS  SUGGESTIONS 

Such  arts  recoil.— Comparisons  are  odious. — Tenderness  to  a  dull  child. 

then  insinuate  that  their  older  pupils  could  of  course 
do  much  better. 

All  these  arts,  however,  recoil  upon  the  teacher  who 
uses  them.  A  visitor  of  any  discernment  sees  through 
them  at  once,  and  immediately  suspects  the  teacher  of 
conscious  incompetency  or  wilful  deception.  The 
pupils  lose  their  respect  for  a  man  whom  they  all  per 
ceive  to  be  acting  a  dishonorable  part.  I  repeat,  then, 
never  attempt  to  cover  the  defects  of  your  schools  hy 
making  ridiculous  excuses. 

6.  Never  compare  one  child  with  another.  It  is  a 
poor  way  of  stimulating  a  dull  pupil  to  compare  him 
with  a  better  scholar.  It  is  the  direct  way  to  engender 
hatred  in  the  mind  of  the  one,  and  the  most  consum¬ 
mate  self-complacency  in  the  other.  Not  one  child  in 
a  thousand  can  be  publicly  held  up  to  the  school  as  a 
pattern  of  excellence,  without  becoming  excessively 
vain  ;  at  the  same  time,  all  the  other  scholars  will  be 
more  or  less  excited  to  envy.  Such  a  course  is  always 
unsafe  ;  almost  always  injurious. 

7.  Avoid  wounding  the  sensibilities  of  a  dull  child. 
There  will  always  be  those  in  every  school  who  are 
slow  to  comprehend.  After  their  classmates  have 
grasped  an  idea  during  the  teacher’s  explanation,  they 
still  have  the  vacant  stare,  the  unintelligent  expression. 
This  may  be  so  after  a  second  or  a  third  explanation. 
The  teacher  is  now  strongly  tempted  to  indulge  in 
expressions  of  impatience,  if  not  of  opprobrium.  This 
temptation  he  should  resist.  Such  children  are  to  be 
pitied  for  their  dullness,  but  never  to  be  censured  for 


MISCELLANEOUS  SUGGESTIONS.  301 

Never  get  out  of  temper  with  parents. — Why? — An  incident. 

it.  It  is  an  unfeeling  thing  to  sting  the  soul  that  is 
already  benighted.  He  should  cheer  and  encourage 
such  a  slow  mind  to  greater  effort,  by  the  sunshine  of 
kind  looks,  and  the  warm  breath  of  sympathy,  rather 
than  freeze  up  the  feeble  current  of  vivacity  which 
yet  remains  there  by  a  forbidding  frown  or  a  blast  of 
reproach.  A  dull  child  is  almost  always  affectionate  ; 
and  it  is  through  the  medium  of  kindness  and  patience 
that  such  a  one  is  most  effectually  stimulated. 

8.  Never  lose  your  patience  when  parents  unreason 
ably  interfere  with  your  plans.  It  must  be  expected 
that  some  of  the  parents  will  wish  to  dictate  to  the 
teacher  what  course  he  shall  pursue,  at  least  in  rela¬ 
tion  to  their  own  children.  This  will  sometimes  bring 
them  to  the  schoolroom,  perhaps  in  a  tone  of  complaint, 
to  set  the  teacher  right.  Whenever  a  parent  thus  steps 
beyond  the  bounds  of  propriety,  the  teacher  should 
never  lose  his  self-possession.  He  should  always  speak 
the  language  of  courtesy,  in  frankness,  but  in  firmness. 
He  should  reason  with  the  parent,  and  if  possible  con¬ 
vince  him, — but  he  should  never  insult  or  abuse  him. 
It  may  be  well  to  propose  to  see  him  at  his  own  house, 
in  order  to  talk  over  the  matter  more  at  his  leisure.  I 
recollect  once  a  parent  sent  a  hasty  refusal  to  purchase 
a  necessary  book  for  his  son, — a  refusal  clothed  in  no 
very  respectful  language.  I  gave  the  lad  a  courteous 
note  directed  to  his  father,  in  which  I  intimated  my 
desire  to  have  an  interview  with  him  at  his  house  at 
such  time  as  he  might  appoint.  In  half  an  hour  the 
boy  came  bounding  back  with  the  desired  book,  inform- 


302  MISCELLANEOUS  SUGGESTIONS. 

The  study  of  the  Bible. — Ride  no  hobbies  in  teaching. 

ing  me  that  his  father  said,  “  he  guessed  he  might  as 
well  get  the  book,  and  done  with  it.”  My  intercourse 
with  that  parent  was  ever  afterwards  of  the  most 
pleasant  kind.  A  supercilious  parent  can  never  gain 
an  advantage  over  a  teacher,  unless  he  can  first  provoke 
him  to  impatience  or  anger.  As  long  as  the  teacher  is 
perfectly  self-possessed  he  is  impregnable. 

9.  Never  make  the  study  of  the  Bible  a  punishment. 
I  have  known  a  teacher  to  assign  sundry  passages  of 
the  Bible,  condemnatory  of  a  particular  sin,  to  be 
committed  to  memory  as  a  punishment.  I  have  also 
known  the  idle  scholar  to  be  detained  after  school  to 
study  passages  of  scripture,  because  he  had  failed  to 
learn  his  other  lessons  in  due  time.  I  believe  this 
to  be  bad  policy,  as  well  as  doubtful  religion.  The 
lessons  that  a  child  thus  learns,  are  always  connected 
in  his  mind  with  unpleasant  associations.  His  heart 
is  not  made  better  by  truths  thus  learned.  The  Bible 
indeed  should  be  studied  by  the  young,  but  they  should 
be  attracted  to  it  by  the  spirit  of  love,  rather  than 
driven  to  it  by  the  spirit  of  vindictiveness.  They  who 
suppose  that  children  can  be  made  to  love  the  Bible  by 
being  thus  driven  to  the  study  of  it,  have  sadly  mis¬ 
taken  the  human  heart. 

10.  Ride  no  “  hobbies ”  in  teaching.  Almost  every 
man,  in  whatever  vocation,  has  some  hobby ,  some  “  one 
ideaf  which  he  pushes  forward  on  all  occasions,  no 
matter  what  may  be  the  consequences.  It  is  not 
strange  that  it  is  often  thus  with  the  teacher.  If  the 
teacher  has  any  independence  of  mind,  any  originality, 


MISCELLANEOUS  SUGGESTIONS.  303 

A  discovery  becomes  a  hobby. — Oral  instruction. 

he  will  at  some  period  in  his  life  naturally  incline  to 
try  some  experiments  in  teaching.  Partly  on  account 
of  the  novelty  of  the  plan,  and  partly  on  account  of  the 
teacher’s  interest  in  the  success  of  his  own  measure,  he 
finds  it  works  well  in  the  class  where  it  was  first  tried  ; 
and  he  rejoices  that  he  has  made  a  discovery.  Teach¬ 
ing  now  possesses  a  new  interest  for  him,  and  he  very 
likely  becomes  enthusiastic.  He  applies  his  new 
measure  to  other  classes,  and  loudly  recommends  it  to 
other  teachers.  For  a  time  it  succeeds,  and  it  becomes 
his  hobby.  Whenever  a  stranger  visits  his  school,  he 
shows  off  his  new  measure.  Whenever  he  attends  a 
teachers’  meeting,  he  describes  it,  and  perhaps  presents 
a  class  of  his  pupils  to  verify  its  excellency.  He 
abandons  his  old  and  long-tried  plans,  and  persists  in 
the  new  one.  By  and  by  the  novelty  has  worn  away 
and  his  pupils  become  dull  under  its  operation,  and 
reason  suggests  that  a  return  to  the  former  methods 
would  be  advisable.  Still,  because  it  is  his  invention , 
he  persists.  Others  try  the  experiment.  Some  suc¬ 
ceed  ;  some  fail.  Some  of  them  by  a  public  speech 
commit  themselves  to  11,  and  then  persist  in  it  to  pre¬ 
serve  their  consistency.  In  this  way  a  great  many 
objectionable  modes  of  teaching  have  gained  cur¬ 
rency  and  still  hold  their  sway  in  many  of  our 
schools. 

Among  these  I  might  mention  concert  recitation , 
and  oral  instruction  when  made  a  substitute  for  study. 
Of  the  origin  and  tendency  of  the  former  I  have  spoken 
more  at  length  in  the  chapter  on  “  Conducting  Recita- 


304  MISCELLANEOUS  SUGGESTIONS. 

Origin  of  the  oral  mania—  Baby-talk  ! — Great  learning ! 

tions.”  Of  the  latter  a  word  or  two  may  be  said  in 
this  place. 

It  was  found  years  ago,  in  the  earlier  attempts  to 
teach  the  blind,  that  they  made  very  rapid  strides  in 
acquiring  knowledge  through  the  sole  medium  of  oral 
instruction.  As  might  have  been  foreseen,  they  became 
intensely  interested  in  hearing  about  things  which  had 
surrounded  them  all  their  days,  but  which  they  had 
never  seen.  Shut  in  as  they  were  from  the  privilege 
of  sight,  there  was  nothing  to  distract  their  attention 
from  whatever  was  communicated  to  them  through  the 
sense  of  hearing ;  and  as  they  had  been  blind  from 
their  birth,  this  discipline  of  attention  hacl  been  going 
on  from  infancy.  Under  these  circumstances  their 
progress  in  knowledge  by  mere  oral  teaching  was 
astonishing.  This  was  all  well.  But  soon  some  one 
conceived  the  idea  of  substituting  oral  instruction  for 
study  among  seeing  children.  Immediately  there  was 
an  oral  mania.  Infant  schools  grew  up  in  every  vil¬ 
lage, — infant  school  manuals  were  prepared,  filled  with 
scientific  baby-talk ,  for  the  use  of  the  worthy  dames 
who  were  to  drive  the  hobby ,  and  the  nineteenth  cen¬ 
tury  bade  fair  to  do  more  towards  lighting  up  the  fires 
of  science  than  all  time  before  had  accomplished  !  It 
was  truly  wonderful  for  a  time  to  listen  to  the  learned 
volubility  of  these  same  infant  schools.  The  wonders 
of  astronomy,  chemistry,  botany,  and  zoology  with  the 
terms  of  Cuvier’s  classification,  and  a  thousand  othei 
things,  were  all  detailed  with  astonishing  familiarity  by 
pupils  under  five  years  of  age  !  Some  eminent  teach 


MISCELLANEOUS  SUGGESTIONS. 


305 


Extended  to  higher  classes. — A  royal  road  ! — Eyes  are  useless  orbs ! 

ers  sagely  took  the  hint,  and  adopted  the  oral  system 
with  their  older  classes.  The  sciences  were  taught  by 
lectures.  The  pupils  of  this  happy  day  had  nothing  to 
do  but  to  sit  and  receive.  To  be  sure  sometimes  they 
would  become  inattentive,  and  it  would  be  discovered 
by  their  teachers  that  they  did  not  retain  quite  all  that 
was  told  to  them.  This,  however,  was  no  fault  of  the 
system,  it  was  urged  ;  the  system  was  well  enough, 
but  unfortunately  the  pupils  had  eyes,  and  their  atten¬ 
tion  was  frequently  diverted  by  the  unlucky  use  of 
these  worthless  organs.  A  royal  road,  sure  enough, 
was  found  to  the  temple  of  science,  too  long  beyond 
mortal  reach  by  reason  of  the  rugged  footpath  over 
which  the  student  was  compelled  to  climb.  Happy, 
glorious  day  !  No  more  must  toil  and  thought  be  the 
price  of  success  !  No  more  must  the  midnight  oil  be 
consumed,  and  the  brain  be  puzzled,  in  search  of  the 
wisdom  of  ages  !  No  more  must  the  eyes  be  pained — 
(they  are  hereafter  to  be  considered  encumbrances) — in 
searching  the  classic  page  ;  the  ear  is  to  be  the  easv 
inlet  to  the  soul  !  *  *  * 


Such  was  the  hobby'  of  1829  to  1831  in  our  own 
country.  During  sixteen  years  past,  those  babes  of 
the  infant  schools  have  grown  into  “  young  men  and 
maidens,”  in  no  way  distinguished,  after  all,  unless  they 
have  since  achieved  distinction  by  actual  study.  The 
pupils  of  those  higher  schools  have  obtained  whatever 
they  now  value  in  their  education,  mainly  by  the  use  of 

20 


306  MISCELLANEOUS  SUGGESTIONS. 

God  wiser  than  men. — Other  hobbies. — Patent  methods. 

their  eyes ,  notwithstanding  at  one  time  their  worthy 
guides  would  have  almost  deemed  it  a  blessing  to  have 
had  their  eyes  put  out.  It  has  been  found  that  God 
was  indeed  wise  in  the  bestowment  of  sight, — and 
some  at  least  have  acknowledged  that  a  method  that  is 
well  suited  to  the  instruction  of  those  who  are  blind, 
because  it  is  the  only  possible  one  for  them,  may  not 
be  the  best  for  those  who  can  see.  At  the  present 
time  the  sentiment  begins  to  prevail,  that  oral  instruction 
can  never  supply  the  place  of  study  ;  that  the  lecturing 
or  c<pouring-in  process,”  cannot  long  secure  the  atten¬ 
tion  ;  that  the  mind  by  merely  receiving ,  gains  no 
vigor  of  its  own  ;  and  that  scholars  must  be  made,  if 
made  at  all,  mainly  by  their  own  exertions  in  the  use 
of  books. 

It  would  be  easy  to  mention  other  examples  ot 
hobbies  which  have  been  ridden  by  teachers  very  much 
to  the  injury  of  their  schools.  Those  already  given 
may,  however,  suffice  for  the  purpose  of  illustration. 
Let  it  be  remembered,  then,  that  no  one  method  of 
instruction  comprises  all  the  excellencies  and  avoids 
all  the  defects  of  good  teaching  ;  and  that  he  is  the 
wisest  teacher  who  introduces  a  judicious  variety  into 
his  modes  of  instruction,  profiting  by  the  suggestions 
of  others,  but  relying  mainly  upon  his  own  careful 
observation,  eschewing  all  “  patent  methods,”  and 
never  losing  his  common  sense. 

Under  the  head  of  hobbies ,  I  may  add  one  other 
remark.  Many  teachers  have  some  favorite  branch  of 
study ,  in  which,  because  they  excel,  they  take  special 


MISCELLANEOUS  SUGGESTIONS.  307 

Higher  branches.— Things  to  be  done. — The  scholars’  friend. 

/ 

delight.  One  man  is  a  good  mathematician,  another 
an  expert  accountant,  a  third  a  skillful  grammarian. 
Now  the  danger  is,  that  the  favorite  branch  of  study 
may  become  the  hobby , — and  that  the  other  branches 
will  be  neglected.  This  is  indeed  not  unfrequently 
die  case. 

Again,  some  teachers  are  more  interested  in  the 
higher  branches  generally,  because  they  were  the  last 
pursued  in  their  college  course,  or  for  some  other 
reason.  They  therefore  neglect  the  lower  studies,  to 
the  great  detriment  of  the  youth  under  their  charge. 
Against  all  such  partial  views  the  teacher  should  take 
great  pains  to  guard  himself.  He  may  fall  uncon¬ 
sciously  and  almost  imperceptibly  into  some  of  these 
errors.  Let  me  add  the  caution,  then, — never  allow 
your  partiality  for  one  study ,  or  a  class  of  studies ,  to 
divert  your  attention  from  all  those  other  branches 
which  are  necessary  to  constitute  a  g^od  education. 

SECTION  II.  -  THINGS  TO  BE  PERFORMED. 

I.  Convince  your  scholars  by  your  conduct  that  you 
are  their  friend.  It  is  all-important  that  you  should 
gain  complete  ascendency  over  the  minds  of  your 
pupils.  In  no  way  is  this  point  so  successfully  gained 
as  by  leading  them  to  feel  that  you  are  their  true 
friend.  When  they  feel  this,  all  their  sentiments  of 
generosity,  gratitude,  and  love,  conspire  to  lead  them 
to  render  cheerful  obedience  to  your  wishes.  Govern¬ 
ment  then  becomes  easy ;  instruction  is.  no  longer 


308  MISCELLANEOUS  SUGGESTIONS. 

Delightful  task.— Love  for  scholars, — for  teaching, — to  be  felt. 

irksome ;  and  you  can  most  cordially  respond  to  the 
poet,  in  that  beautiful  sentiment  too  seldom  fully 
realized  : — 

“  Delightful  task  !  to  rear  the  tender  thought, 

And  teach  the  young  idea  how  to  shoot, 

To  pour  the  fresh  instruction  o’er  the  mind, 

To  breathe  the  enlivening  spirit,  and  to  fix 
The  generous  purpose  in  the  glowing  breast.” 

But  effectually  to  convince  them  that  you  are  thus 
their  friend,  is  not  the  work  of  a  moment.  Words 
alone  can  never  do  it.  You  may  make  professions  of 
interest  in  them,  but  it  is  all  to  no  purpose.  Your 
actions,  your  looks,  your  whole  spirit  must  show  it. 
In  order  thus  to  exhibit  it,  you  must  feel  a  deep,  an 
all-pervading  interest  in  the  welfare  of  every  child. 
You  must  love  your  profession,  and  you  must  love — 
sincerely  love — those  whom  you  are  called  to  teach. 
If  you  do  not  love  the  work  of  teaching,  and  cannot 
bring  yourself  to  love  the  children  of  your  charge, 
you  may  not  expect  success.  It  was  long  ago  de 
dared  that 

“  Love  only  is  the  loan  for  love,”— 

and  this  is  specially  true  with  the  love  of  children. 
Their  souls  spontaneously  go  out  after  those  who  love 
them.  Strive,  then,  to  gain  this  point  with  them,  not 
by  empty  pretensions,  always  quickly  read  and  as 
quickly  despised  by  the  young;  but  by  that  full,  frank, 
cordial  expression  of  kindness  in  your  manner  towards 
them,  which,  being  based  upon  deep  principle  in  your- 


MISCELLANEOUS  SUGGESTIONS.  309 

Care  of  school-house. — Resist  the  beginnings. — Care  of  books,  desks,  &e. 

self,  is  sure  at  once  to  win  their  affection,  and  their  ready 
compliance  with  all  your  reasonable  requisitions. 

II.  Take  special  care  that  the  school-house  and  its 
appendages  are  kept  in  good  order.  This  is  a  part  of 
every  teacher’s  duty.  He  should  have  an  eye  that  is 
constantly  on  the  alert  to  perceive  the  smallest  be¬ 
ginnings  of  injury  to  any  part  of  the  premises.  It  is 
often  painful  to  see  a  new  schoolhouse,  that  has  with 
much  care  and  expense  been  put  in  perfect  order,  very 
soon  cut  and  otherwise  disfigured  by  the  pupils, — the 
glass  broken,  the  ceiling  soiled,  the  desks  and  floors 
stained  with  ink,  and  every  thing  bearing  the  marks  of 
youthful  destructiveness.  The  teacher  should  be  held 
accountable  for  such  results,  for  he  can  by  proper 
vigilance  prevent  them. 

Some  of  his  first  lessons  to  his  pupils  should  be 
upon  the  subject  of  practical  neatness,  in  regard  to 
every  thing  that  pertains  to  the  school.  They  should 
be  impressed  with  the  belief  that  he  holds  neatness  as 
a  cardinal  virtue.  Daily  should  he  watch  to  discover 
the  first  violation  of  propriety  upon  the  premises. 
This  first  violation  should  be  promptly  met.  There  is 
great  wisdom  in  the  adage  which  enjoins  us  to  “  resist 
the  beginnings .” 

So,  too,  he  should  exercise  an  oversight  of  the  books 
belonging  to  the  pupils.  Many  books  are  speedily 
destroyed  by  children  for  the  want  of  a  little  care  of 
the  teacher, — probably  more  than  are  worn  out  by 
use.  He  should  also  occasionally  inspect  the  desks, 
with  a  view  to  promote  a  commendable  neatness 


310  MISCELLANEOUS  SUGGESTIONS. 

Rights  of  property. — American  destructiveness. — Whittling. 

there.  The  teacher  has  an  undoubted  right  to  inspect 
any  part  of  the  premises, — but  by  a  little  adroitness 
he  can  interest  the  children  in  a  reform  of  this  kind, 
and  then  they  will  desire  that  he  should  witness  their 
carefulness. 

I  may  add  further,  that  the  children  should  not 

only  be  taught  to  respect  the  school-house  and  its 

appendages,  but  they  should  be  taught  to  regard  the 

sacredness  of  all  property  either  public  or  private. 

The  neighboring  garden  or  orchard  should  be  held  to 

be  inviolable.  The  teacher  may  not  have  the  authority 

to  compel  compliance  with  his  direction  or  advice 

beyond  school-hours,  but  he  should  endeavor  to  ex- 

■*» 

ercise  a  moral  influence  in  the  school  which  will  be 
more  powerful  even  than  compulsion.  So  in  regard 
to  public  buildings,  such  as  churches  and  court¬ 
houses  ;  and  all  public  grounds,  as  parks,  commons, 
and  cemeteries, — the  teacher  should  inculcate  not  only 
the  duty  to  abstain  from  injuring  them,  but  a  com¬ 
mendable  desire  to  see  them  improved  and  beautified. 
In  America,  it  is  remarked  by  foreigners,  there  is  a 
strange  tendency  to  destructiveness.  In  our  public 
buildings,  the  walls  are  usually  disfigured  by  names 
and  drawings,  and  even  our  cemeteries  do  not  escape 
the  violence  of  the  knives  of  visitors,  the  trees  being 
cut  and  marked  with  names,  and  the  flowers  plucked 
off  and  carried  away.  It  is  to  be  hoped  that  our 
teachers  will  so  exercise  a  reforming  influence,  that 
the  next  generation  shall  exercise  a  higher  principle  as 
well  as  a  better  taste  in  all  these  matters,  which,  small 


MISCELLANEOUS  SUGGESTIONS. 


311 


American  currency.— Its  excellence. — Post-office  law. 

as  they  are,  make  up  no  mean  part  of  the  manners  and 
morals  of  a  people. 

III.  Teach  both  by  precept  and  by  practice ,  the  use 
of  the  decimal  or  American  currency.  It  is  very  much 
to  be  regretted  that  the  people  in  different  sections  of 
our  country  still  adhere  to  the  use  of  the  old  colonial 
currency  of  pounds,  shillings,  and  pence.  It  is  univer 
sally  admitted  that  the  decimal  system  of  the  United 
States  is  the  most  convenient  system  in  the  world  ;  and 
yet  our  people,  after  having  adopted  and  legalized  it, 
and  declared  every  thing  else  illegal  in  accounts,  still 
treat  the  system  as  if  it  were  the  worst  of  all.  As  the 
shilling  differs  so  much  in  value  in  the  different  States, 
it  is  a  source  of  constant  perplexity  to  the  traveler,  to 
understand  in  different  localities  the  real  value  of  the 
sums  he  hears  named.  He  is  obliged  to  keep  up  a 
constant  process  of  reduction  of  currencies  in  his  mind, 
and  after  all  is  liable  to  be  imposed  upon. 

By  the  recent  post-office  law  all  the  rates  of  postage 
are  graduated  on  the  decimal  scale.  This  is  a  very  fa¬ 
vorable  step  towards  uniformity.  Our  teachers  should 
inculcate  the  adoption  of  the  same  system  in  all 
matters  of  business.  They  should  teach  the  children 
the  evils  of  the  prevalent  diversity,  and  endeavor  to  form 
the  habit  in  them  of  thinking  as  well  as  talking  in  dol¬ 
lars  and  cents.  To  this  end  all  the  examples  in  arith¬ 
metic  should  be  made  in  our  own  currency  ;  all  prac¬ 
tical  questions  proposed  by  the  teacher  should  conform 
to  it, — and  the  teacher,  in  conversing  with  his  pupils  as 
well  as  with  all  others,  should  not  only  use  the  decimal 


312 


MISCELLANEOUS  SUGGESTIONS. 


An  error  and  prejudice.— One  country, — one  currency. 

system  himself,  but  insist  that  they  shall  use  the  same 
in  reply  to  him. 

I  know  it  is  often  urged,  and  especially  in  the  State 
of  New  York,  that  it  is  easier  to  reckon  in  shillings  and 
pence  than  in  dollars  and  cents.  But  this,  so  far  as  it 
is  true,  is  because  all  the  prices  are  graduated  by  the 
old  currency.  Let  the  prices  be  graduated  by  the 
decimal  ratio,  and  the  advantage  is  decidedly  in  its  fa¬ 
vor.  Who  has  ever  had  the  slightest  trouble  to  calcu¬ 
late  the  amount  of  his  postage  dues  by  the  new  system  ? 

We  have  one  country, — a  great  country, — a  country 
characterized  by  the  free  interchange  N  ’"^oducts,  and 
by  a  constant  intercourse  of  its  inhabitants  ;  we  speak 
mostly  one  language,  and  are  proud  to  feel  that  we  are 
one  great  people  ; — then  why  not  have  one,  and  only 
one  currency,  equally  understood  by  all,  as  the  law  of 
the  land  contemplates  ? 

This  subject  is  worthy  of  the  regard  of  all  teachers 
throughout  the  land, — and  I  earnestly  call  upon  them, 
in  all  places  and  at  all  times,  to  exert  whatever  influ¬ 
ence  they  can,  to  bring  about  a  result  so  desirable. 
This  can  be  done  ;  it  will  be  done  ;  and  the  sooner  it 
is  done  the  better . 

IV.  When  scholars  do  wrong,  it  is  sometimes  best  to 
withhold  immediate  reproof,  but  to  describe  a  similar 
case  in  general  instruction.  This  is  one  of  the  most 
effectual  modes  of  curing  the  evil  in  the  wrong-doer 
himself.  It,  moreover,  gives  the  teacher  a  valuable 
text  for  a  lesson  on  morals  before  the  whole  school. 
Care  should  generally  be  taken  not  to  lead  the  school 


MISCELLANEOUS  SUGGESTIONS.  ‘  313 

General  reformation. — Illustration. — A  confession. 

to  suspect  the  individual  in  your  mind,  while  at  the 
same  time  the  parable  should  so  fit  the  case  as  to  pre¬ 
clude  the  necessity  of  saying  to  the  offender,  as  Nathan 
did  to  David  :  “  Thou  art  the  man.” 

A  case  will  illustrate  this.  I  recollect  once  to  have 
found,  among  a  large  number  of  compositions  presented 
by  a  class,  one  that  I  knew  to  have  been  copied.  No 
notice  was  taken  of  it  at  the  time  ;  but  some  days  after¬ 
wards  a  case  was  described  to  the  class,  resembling  the 
one  that  had  actually  occurred.  After  exciting  consid¬ 
erable  interest  in  the  case,  they  were  told  that  such  a 
thing  had  happened  among  their  own  number  ;  that  I 
did  not  choose  to  expose  the  individual  ;  but,  if  any  of 
them  thought  it  would  be  honorable  for  them  to  confess 
such  an  offense  to  me  in  case  they  had  committed  it, 
they  might  seek  a  private  opportunity  to  do  so.  In  less 
than  twenty-four  hours  no  less  than  four  made  such  a 
confession,  detailing  freely  the  extent  and  the  circum¬ 
stances  of  their  offending.  In  this  way  four  were  re¬ 
formed,  where  by  direct  reproof  only  one  could  have 
been  reached.  It  was  a  frank, not  a  forced  confession  ; 
and  I  was  thus  easily  made  to  know  the  extent  of  this 
sin  in  the  school.  By  this  simple  expedient,  I  have 
reason  to  believe,  plagiarism  was  effectually  eradicated 
for  that  term  at  least,  in  the  whole  class,  and  that  too 
without  the  loss  of  any  pupil’s  good  will. 

It  is  generally  wiser  to  endeavor  to  reach  the  evil  in 
its  whole  extent,  than  to  expend  one’s  strength  upon  a 
single  instance  of  wrong  doing.  The  conscience  of 
the  whole  school  may  sometimes  be  profitably  aroused, 


314  MISCELLANEOUS  SUGGESTIONS. 

Accuracy. — Certain  knowledge. — Prof.  Olmsted. 

while  the  particular  individual  is  quite  as  effectively 
corrected  as  he  would  be  by  a  direct  reproof. 

V.  Be  accurate .  This  is  necessary  in  order  to 
secure  the  respect  of  your  pupils.  What  the  teacher 
professes  to  know  he  should  be  sure  of.  Approxima¬ 
tions  to  the  truth  are  not  enough  to  satisfy  the  young 
mind.  Whenever  a  teacher  makes  a  blunder  by  stating 
what  is  not  true  in  regard  to  any  fact  or  principle  in 
science,  any  event  in  history,  or  any  item  of  statistics, 
he  lowers  himself  very  much  in  the  estimation  of  all 
those  who  are  capable  of  detecting  his  error.  If  he 
does  not  know ,  he  may  frankly  say  so,  and  incur  no  just 
censure,  provided  the  point  be  one  about  which  he  has 
not  had  the  opportunity  to  gain  the  requisite  informa¬ 
tion.  But  when  he  attempts  to  speak  with  the  authori¬ 
ty  of  a  teacher,  he  “  should  know  that  whereof  he  af¬ 
firms.”  “  The  character  of  the  teacher,”  says  Profes¬ 
sor  Olmsted,  “  is  sullied  by  frequent  mistakes,  like 
that  of  a  book-keeper  or  banker.  It  is  surprising  to 
see  how  soon  even  the  youngest  learner  will  lose  his 
confidence  and  respect  for  his  teacher,  when  he  has  de 
tected  in  him  occasional  mistakes.  At  every  such  dis¬ 
covery  he  rises  in  his  own  estimation,  and  the  teacher 
proportionally  sinks.  The  very  character  of  the  pupil 
is  injured  by  such  an  incident.  He  rapidly  oses  the 
docility  and  modesty  so  essential  to  the  scholar,  and  be 
comes  uplifted  with  pride  and  self-importance.”  The 
superciliousness  thus  induced  becomes  a  sore  vexation 
to  the  teacher.  He  finds  that  his  pupils  are  watching 
for  his  halting, — and  he  frequently  fails,  from  this  very 


* 


MISCELLANEOUS  SUGGESTIONS.  315 

Pitiable  case. — A  pleasant  face. — A  description. 

circumstance,  to  do  as  well  as  he  might.  I  know  of 
no  more  pitiable  condition  on  earth  than  that  of  a 
teacher,  who  is  attempting  to  teach  what  he  does  not 
fully  understand,  while  he  is  conscious  that  his  pupils 
doubt  his  ability,  from  a  frequent  detection  of  his 
mistakes. 

VI.  Cultivate  a  pleasant  countenance.  Frowns  and 
scowls  always  sit  with  ill  grace  upon  the  teacher’s  brow. 
I  know  that  the  trials  and  perplexities  incident  to  his 
daily  life  are  eminently  fitted  “  to  chafe  his  mood”  and 
to  provoke  his  impatience.  I  know,  too,  that  protracted 
confinement  from  the  pure  air  and  the  bright  sunlight,  will 
almost  necessarily  render  the  nervous  system  morbidly 
sensitive,  and  the  temper  of  course  extremely  irritable. 
The  outward  exponent  of  all  this  is  a  dejected,  and  per¬ 
haps  an  angry  countenance.  The  eyebrows  are  drawn 
up  so  that  the  forehead  is  deeply  and  prematurely  fur¬ 
rowed,  while  the  angles  of  the  mouth  are  suffered  to 
drop  downward  as  if  in  token  of  utter  despair.  By 
and  by  the  roguishness  of  some  unlucky  urchin,  disturbs 
the  current  of  his  thoughts, — and  suddenly  the  brow  is 
firmly  knitted  with  transverse  channels,  the  nostrils  are 
distended,  the  jaws  are  firmly  closed,  the  lips  are  com¬ 
pressed,  the  cheeks  are  flushed,  and  the  eyes  almost 
emit  sparks  from  the  pent-up  fire  within  him.  Fcr  the 
next  half-hour  lie  frowns  on  all  about  him.  The  chil 
dren  at  first  are  awed  by  such  a  threatening  aspect, — 
but  soon  they  become  accustomed  to  it,  and  the  terrible 
very  naturally  gives  place  to  the  ridiculous. 

No  man  has  a  moral  right  to  render  those  uncomfort- 


316  MISCELLANEOUS  SUGGESTIONS. 

Wrong  to  frown. — Sympathy  between  the  heart  and  the  countenance. 

able  who  surround  him,  by  habitually  covering  his  face 
with  the  looks  of  discontent  and  moroseness.  It  is  pe¬ 
culiarly  wrong  for  the  teacher  to  do  it.  It  is  for  him  to 
present  an  example  of  self-government  under  all  cir¬ 
cumstances,  so  that  he  can  consistently  enforce  the 
duty  of  self-control  upon  the  young.  It  is  for  him  to 
show  himself  a  man  of  principle,  of  benevolence,  of 
cheerful  devotion  to  his  duty,  however  full  of  trials  that 
duty  may  be  ;  and  in  no  way  can  he  do  this  more  ef¬ 
fectually  than  by  an  amiable  and  engaging  countenance. 
A  peevish,  frowning  teacher  is  very  likely  to  produce 
petulance  and  sullenness  in  his  pupils  ;  while  a  cordial 
smile,  like  the  genial  beam  of  the  spring-day  sun,  not 
only  sheds  a  welcome  light  on  all  around,  but  it  imparts 
a  blessed  heat,  which  penetrates  the  frigidity  of  the 
heart,  dissipates  the  cheerless  mists  that  hover  there, 
and  warms  the  generous  affections  into  life  and 
beauty. 

We  are  so  constituted  that  the  inward  and  the  out¬ 
ward  sympathize  with  each  other.  Solomon  says,  “  a 
merry  heart  maketh  a  cheerful  countenance,” — and  1 
may  venture  to  add,  and  with  almost  as  much  truth,  a 
cheerful  countenance  maketh  a  merry  heart.  An 
honest  attempt  to  bless  others  with  the  sight  of  a 
countenance  that  is  expressive  of  content  and  patience, 
is  an  act  so  praiseworthy  in  itself,  that  it  will  never  go 
unrewarded.  The  gratifying  response  which  such  a 
countenance  is  sure  to  call  forth  from  others,  brings 
with  it  a  rich  revenue  of  inward  enjo3^ment.  He, 
therefore,  who  habitually  bears  about  with  him  a  sad 


MISCELLANEOUS  SUGGESTIONS.  317 

A  question. — Yes. — Carlyle. — Means  recommended. 

or  an  angry  countenance,  while  he  constantly  impairs 
the  happiness  of  others,  lacks  at  the  same  time  an  im 
portant  instrumentality  for  securing  his  own. 

But  the  question  will  arise, — can  a  man  gain  such 
ascendency  over  himself  as  to  control  the  expression  of 
his  countenance  ?  I  answer,  without  hesitation,  yes. 
“  Whatever  ought  to  be  done,  can  be  done.”  It  is  not 
perfectly  easy  to  do  it,  especially  for  the  teacher. 
Still,  self-control — full,  complete  self-control — is  his 
appropriate  duty  as  well  as  privilege.  He  must,  as 
Carlyle  quaintly  enjoins,  “  learn  to  devour  the  chagrins 
of  his  lot.”  He  must  calculate  beforehand  that  every 
day  will  bring  its  cares  and  its  trials  ;  but  he  should 
daily  resolve  that  they  shall  never  take  him  by  sur¬ 
prise,  nor  betray  him  into  sudden  impatience.  Each 
morning  as  he  walks  to  the  scene  of  his  labors,  he 
should  fortify  himself  against  sudden  anger  or  habitual 
moroseness  on  this  wise  :  “No  doubt  this  day  some 
untoward  occurrence  will  transpire,  calculated  to  try 
my  patience  and  to  provoke  me  to  fretful  words  and 
angry  looks.  All  my  past  experience  leads  me  to 
expect  this.  But  this  day  I  will  try  to  resist  the  temp¬ 
tation  to  this  weakness.  I  will  try  to  be  self-possessed. 
If  any  child  is  vicious,  or  fretful,  or  dull,  or  even 
impudent,  I  will  endeavor  to  show  that  I  can  com¬ 
mand  myself.  If  I  feel  some  angry  passion  enkin¬ 
dling  within  me,  I  will  stop  and  think ,  and  I  will 
endeavor  to  smile  before  I  speak.  If  I  can  to-day 
gain  the  victory  over  impatience,  and  can  maintain  an 
even  and  cheerful  temper,  and  express  it  constantly  in 


31 S  MISCELLANEOUS  SUGGESTIONS. 

I’ll  try. — A  victory. — Art  of  illustrating, — illustrated. 

my  countenance,  it  will  be  easier  to  do  it  to-morrow. 
At  all  events ,  Til  try." 

Taking  hold  thus  in  earnest,  any  man  may  soon  be 
his  own  master.  He  can  gain  the  victory.  If  he  can 
do  it,  he  ought  to  do  it.  Hence  I  urge  it  as  a  duty. 
Nor  is  it  merely  a  duty.  It  is  a  high  privilege.  A 
complete  victory  for  a  single  day  will  bring  its  own 
reward.  A  man  who  feels  that  he  has  risen  above 
his  temptation,  can  return  to  his  rest  with  a  light  and 
happy  heart.  Sleep  to  him  will  be  sweet,  and  he  will 
arise  on  the  morrow  with  renewed  strength  for  the 
fresh  conflict, — and  in  the  moral  as  well  as  in  the 
literal  warfare,  every  contest  which  ends  in  victory, 
gives  additional  strength  to  the  victor,  while  it  weakens 
and  disheartens  his  enemy. 

VII.  Study  to  acquire  the  art  of  aptly  illustrating 
a  difficult  subject.  Some  teachers  content  themselves 
with  answering  in  the  precise  language  of  the  book 
whenever  a  question  for  information  is  propounded. 
This  however  is  by  no  means  sufficient,  even  when 
the  language  of  the  book  is  strictly  accurate  ;  much 
less,  when  the  language  is  so  vague  as  to  convey  no 
definite  idea  to  the  mind,  either  of  the  learner  or  the 
teacher.  On  the  other  hand,  a  man  who  is  apt  to 
teach,  will  devise  some  ingenious  method  of  enlighten¬ 
ing  the  mind  of  his  pupil,  so  that  he  shall  lay  hold  of 
the  idea  as  with  a  manly  grasp,  and  make  it  his  own 
forever. 

This  point  will,  perhaps,  be  best  illustrated  by  an 
example.  A  young  man  was  employed  to  take  charge 


MISCELLANEOUS  SUGGESTIONS.  319 

Lesson  in  philosophy. — Media. — A  puzzle. 

of  a  school  for  a  few  days  during  a  temporary  illness 
of  the  regular  instructor.  He  was  a  good  scholar,  as 
the  world  would  say,  and  was  really  desirous  to 
answer  the  expectation  of  his  employers.  After  the 
regular  teacher  had  so  far  recovered  his  health  as  to 
be  able  to  leave  his  room,  he  walked  one  pleasant  day 
to  the  school,  to  see  what  success  attended  the  labors 
of  the  new  incumbent.  A  class  was  reciting  in 
natural  philosophy.  The  subject  under  consideration 
was — the  obstacles  which  impede  the  motion  of  ma¬ 
chinery.  The  attraction  of  gravity ,  as  one  of  these, 
was  pretty  easily  disposed  of ;  for  the  class  had  before 
been  instructed  on  that  point.  Friction  came  next. 
Here,  too,  the  pupils,  having  had  some  practical  ex¬ 
perience  of  their  own,  in  dragging  their  sleds,  in 
skating,  or  perhaps  in  turning  a  grindstone,  found  no 
great  difficulty.  The  book  spoke  a  language  suffi¬ 
ciently  clear  to  be  understood.  Next  came  the  “  re¬ 
sistance  of  the  various  media,”  to  use  the  language  of 
the  text-book.  “  Yes,”  s^id  the  teacher,  as  one  of  the 
pupils  gravely  quoted  this  language,  “  that  has  no 
inconsiderable  effect.” 

“The  * resistance  of  the  various  media?’” — repeated 
one  of  the  boys  inquiringly,  “  I  do  not  know  as  I 
understand  what  7nedia  means.” 

“  A  medium  is  that  in  which  a  body  moves,”  was 
the  ready  reply  which  the  teacher  read  from  the  book. 

Pupil.  “  A  medium  ?” 

Teacher.  Yes  ;  we  say  medium  when  we  mean  but 
one,  and  media  when  we  mean  more  than  one. 


320 


MISCELLANEOUS  SUGGESTIONS. 


Further  doubts. — An  interposition. 

Pupil.  “When  we  mean  but  one  ?” 

Teacher.  “Yes:  medium  is  singular — media  is 
plural  ” 

After  this  discussion,  which  began  in  philosophy  but 
ended  in  grammar,  the  teacher  was  about  to  proceed 
with  the  next  question  of  the  book.  But  the  scholar 
was  not  yet  satisfied,  and  he  ventured  to  press  his 
inquiries  a  little  further. 

Pupil.  Is  this  room  a  medium  ? 

Teacher.  “This  room  ?” 

Pupil.  Yes  sir  ;  you  said  that  a  medium  was  “  that 
in  which  anybody  moves,”  and  we  all  move  in  this  room. 

Teacher.  Yes,  but  medium  does  not  mean  a  room  ; 
it  is  the  substance  in  which  a  body  moves." 

Here  the  lad  looked  perplexed  and  unsatisfied.  He 
had  no  clear  idea  of  the  meaning  of  this  new  term. 
The  teacher  looked  at  his  watch,  and  then  glanced  at 
the  remaining  pages  of  the  lesson  and  seemed  im¬ 
patient  to  proceed, — so  the  pupil  forbore  to  inquire 
further. 

The  regular  teacher,  who  had  listened  to  the  discus¬ 
sion  with  no  ordinary  interest,  both  because  he  admired 
the  inquisitiveness  of  the  boy,  and  because  he  was 
curious  to  discover  how  far  the  new  incumbent  pos 
sessed  the  power  of  illustration,  here  interposed. 

“John,” — taking  his  watch  in  his  hand — “would 
this  watch  continue  to  go,  if  I  should  drop  it  into  a 
pail  of  water  ?” 

“  I  should  think  it  would  not  long,”  said  John,  after 
a  little  reflection. 


MISCELLANEOUS  SUGGESTIONS.  321 

A  smile. — Light  breaks  in. — The  class  proceed. 

“  Why  not  V9  said  his  teacher,  as  he  opened  his 
watch. 

“Because  the  water  would  get  round  the  wheels  and 
stop  it,  I  should  think,”  said  John. 

“  How  would  it  be  if  I  should  drop  it  into  a  quart 
of  molasses  V9 

The  boys  laughed. 

“  Or  into  a  barrel  of  tar  ?’* 

The  boys  still  smiled. 

“  Suppose  I  should  force  it,  while  open,  into  a 
quantity  of  lard.” 

Here  the  boys  laughed  heartily,  while  John  said, 
“  the  watch  would  not  go  in  any  of  these  articles.” 

11  Articles  V'  said  his  teacher,  “why  not  say  media?” 

John’s  eye  glistened  as  he  caught  the  idea.  “  Oh, 
I  understand  it  now.” 

His  teacher  then  said,  that  many  machines  worked 

in  air, — then  the  air  was  the  medium.  A  fish  swims 

•  % 

in  water, — water  is  his  medium.  A  fish  could  hardly 
swim  in  molasses  or  tar.  “  Now,”  inquired  he,  “why 
not  ?” 

“  Because  of  the  resistance  of  the  medium,”  said 
John,  with  a  look  of  satisfaction. 

“Now  why  will  the  watch  go  in  air  and  not  in 
water  ?” 

“  Because  the  water  is  more  dense,”  said  John 
promptly. 

“  Then  upon  what  does  the  resistance  of  a  medium 
depend  ?” 

Here  the  new  teacher  interposed,  and  said  that  was 

O  1 

jL 


322  MISCELLANEOUS  SUGGESTIONS. 

The  difference. — Study  expedients. — A  moral  impression. 

the  next  question  in  the  book,  and  he  was  just  going  to 
ask  it  himself.  The  regular  teacher  put  his  watch 
into  his  pocket  and  became  a  spectator  again,  and  the 
lesson  proceeded  with  unwonted  vivacity.  The  dif¬ 
ference  between  these  two  teachers  mainly  consisted 
in  the  fact,  that  one  had  the  ingenuity  to  devise  an 
expedient  to  meet  a  difficulty  whenever  occasion  re¬ 
quired, — the  other  had  not. 

Now  in  order  to  teach  well,  a  man  should  diligently 
seek  for  expedients.  He  should  endeavor  to  foresee 
the  very  points  where  the  learner  will  stumble,  and  pro¬ 
vide  himself  with  the  means  of  rendering  timely  aid. 
If  an  object  cannot  be  described  in  words,  let  it  be 
compared  with  what  it  resembles,  or  with  what  it  con¬ 
trasts.  If  it  be  an  object  of  sense,  and  words  and  com¬ 
parisons  fail  to  describe  it, — in  the  absence  of  apparatus 
to  represent  it,  let  the  teacher  spring  to  the  blackboard 
and  execute  a  hasty  drawing  of  it.  In  this  way  the 
construction  or  the  working  of  a  machine,  the  form  of 
a  bone  or  the  action  of  a  joint,  the  shape  of  a  town  or 
the  plan  of  a  building, — in  short,  almost  every  subject 
that  involves  the  relation  of  form,  size,  proportion, 
quantity,  or  number,  will  admit  of  visible  illustration. 
He  is  the  successful  teacher  who  is  able  at  the  moment 
to  seize  upon  the  best  expedient,  and  render  it  subser¬ 
vient  to  his  purpose. 

VIII.  Take  advantage  of  unusual  occurrences  to  make 
a  moral  or  religious  impression.  In  a  former  chapter 
I  have  urged  it  as  a  part  of  the  teacher’s  work,  to  cul¬ 
tivate  and  strengthen  both  the  moral  sentiments  and  the 


MISCELLANEOUS  SUGGESTIONS.  323 

Set  lessons  not  useful. — The  fit  occasion. — Example  I. 

religious  feelings  of  the  members  of  his  school.  This 
is  not  most  effectually  done  by  a  formal  mode  of  speak¬ 
ing  to  them  on  these  subjects.  If  a  particular  hour  is 
set  apart  for  formal  lectures  on  their  duty  to  their  fel¬ 
low-men  and  their  obligations  to  God,  they  are  very 
apt  to  fortify  their  sensibilities  against  the  most  faithful 
appeals,  and  thus  render  them  powerless.  The  wise 
teacher  will  watch  for  the  fit  opportunity,  and,  just  at 
the  moment  when  the  heart  is  prepared  by  some  suita¬ 
ble  occurrence, — when  by  some  exhibition  of  the  Crea¬ 
tor’s  power  it  is  awed  into  reverence,  or  softened  into 
submission  ;  or  by  some  display  of  his  goodness  it  is 
warmed  into  gratitude,  or  animated  with  delight, — with 
a  few  words,  seasonably  and  “  fitly  spoken,”  he  fixes 
the  impression  forever.  Speaking  at  the  right  time, 
every  ear  listens,  and  every  heart  feels. 

Perhaps  many  of  my  readers  can  revert  to  some 
season  in  their  childhood,  endeared  to  them  by  a  pre¬ 
cious  recollection  of  golden  words  thus  opportunely  ut¬ 
tered, — words  fraught  with  truth  which  in  after-life  has 
had  an  unspeakable  influence  in  the  formation  of  their 
character.  One  or  two  examples  connected  with  my 
own  experience,  may  be  presented,  more  fully  to  illus¬ 
trate  my  meaning  ;  while  at  the  same  time  they  may 
afford,  it  is  hoped,  some  valuable  hints  for  the  encour¬ 
agement  and  guidance  of  such  young  teachers  as  desire 
in  this  way  to  make  themselves  the  instruments  of  last¬ 
ing  benefit  to  the  young. 

Example  I.  I  can  never  forget — nor  would  I  if  I 
could — a  lesson  impressed  upon  my  own  youthful 


324 


MISCELLANEOUS  SUGGESTIONS. 


A  thunder-storm. — Alarm. — Confusion. 

mind,  conveying  the  truth  that  we  are  constantly  de¬ 
pendent  upon  our  Heavenly  Father  for  protection.  In 
a  plain  country  school-house,  some  twenty-five  children, 
including  myself,  were  assembled  with  our  teacher  on 
the  afternoon  of  a  summer’s  day.  We  had  been  as 
happy  and  as  thoughtless  as  the  sportive  lambs  that 
cropped  the  clover  of  the  neighboring  hill-side.  En¬ 
grossed  with  study  or  play, — for  at  this  distance  of 
time  it  is  impossible  to  tell  which, — we  had  not  noticed 
the  low  rumbling  of  the  distant  thunder,  till  a  sudden 
flash  of  lightning  arrested  our  attention.  Immediately 
the  sun  was  vailed  by  the  cloud,  and  a  corresponding 
gloom  settled  upon  every  face  within.  The  elder  girls, 
with  the  characteristic  thoughtfulness  of  woman,  hastily 
inquired  whether  they  should  not  make  the  attempt  to 
lead  their  younger  brothers  and  sisters  to  the  paternal 
roof  before  the  bursting  of  the  storm.  For  a  moment 
our  little  community  was  thrown  into  utter  confusion. 
The  teacher  stepped  hastily  to  the  door  to  survey  more 
perfectly  the  aspect  of  the  western  heavens.  Imme¬ 
diately  returning,  he  signified  to  the  children  that  there 
would  not  be  time  for  them  to  reach  their  homes  before 
the  tempest  would  be  upon  them.  Oppressed  with 
dread, — for  it  is  no  uncommon  thing  for  children  in 
the  country  to  be  terrified  by  lightning, — some  of  the 
youngest  of  us  clung  to  our  older  brothers  or  sisters, 
while  others,  being  the  sole  representatives  of  their 
family  in  the  school,  for  the  first  time  felt  their  utter 
loneliness  in  the  midst  of  strangers,  and  gave  utterance 
to  their  feelings  in  audible  sighs  or  unequivocal  sobs. 


MISCELLANEOUS  SUGGESTIONS 


325 


Teacher’s  self-possession. — A  fearful  tempest. — Awful  pause. 

The  teacher,  meanwhile,  with  an  exemplary  calm¬ 
ness  and  self-possession,  closed  the  windows  and  the 
doors,  and  then  seated  himself  quite  near  the  younger 
pupils,  to  await  the  result.  The  thick  darkness  gath¬ 
ered  about  us,  as  if  to  make  the  glare  of  the  lightning, 
by  contrast,  more  startling  to  our  vision ;  while  the 
loud  thunder  almost  instantly  followed,  as  it  were  the 
voice  of  God.  The  wind  howled  through  the  branches 
of  a  venerable  tree  near  by,  bending  its  sturdy  trunk, 
and  threatening  to  break  asunder  the  cords  which 
bound  it  to  its  mother  earth.  An  angry  gust  assailed 
the  humble  building  where  we  were  sheltered  ;  it 
roared  down  the  capacious  chimney,  violently  closed 
a  shutter  that  lacked  a  fastening,  breaking  the  glass 
by  its  concussion,  and  almost  forced  in  the  frail 
window-sashes  on  the  westerly  side  of  the  room. 
Quicker  and  more  wild  the  lightnings  glared — flash  af¬ 
ter  flash — as  if  the  heavens  were  on  fire  ;  louder  and 
nearer  the  thunder  broke  above  our  heads,  while  the 
inmates  of  the  room,  save  the  teacher,  were  pale  with 
terror. 

At  this  moment  there  was  a  sudden  cessation  of  the 
war  of  elements, — a  hush — almost  a  prophetic  pause  ! 
It  was  that  brief  interval  which  precedes  the  falling 
torrent.  A  dread  stillness  reigned  within  the  room 
Every  heart  beat  hurriedly,  and  every  countenance  told 
the  consternation  that  was  reigning  within.  It  was  an 
awful  moment  ! 

With  a  calm  voice,  breathing  a  subdued  and  confi 
ding  spirit,  the  teacher  improved  this  opportunity  to 


326  MISCELLANEOUS  SUGGESTIONS. 

Teacher’s  words. — Rain. — Sunshine. — Bright  faces. 

impress  upon  our  young  minds  a  great  truth.  “  Fear 
not,  children,”  said  he,  “it  is  your  Heavenly  Father 
that  sends  the  storm  as  well  as  the  sunshine  and  the 
gentle  breeze.  You  have  been  just  as  much  in  his 
power  all  day,  as  you  are  at  this  moment.  He  has 
been  as  near  you,  supporting  you,  supplying  you  with 
breath,  with  life,  all  through  the  pleasant  morning  ;  but 
then  you  did  not  see  him.  He  is  just  as  able  to  pro¬ 
tect  you  now,  for  ‘  not  a  sparrow  falls  to  the  ground 
without  his  notice,’— and  he  ruleth  the  storm  and 
‘  rideth  upon  the  wings  of  the  wind.’  We  should  ever 
feel  willing  to  trust  him  ;  for  he  is  ever  able  to  grant 
us  deliverance  from  all  our  dangers.  God  is  here  now 
to  protect  us.” 

Just  as  he  had  finished  these  words  the  rain  began  to 
fall.  First  the  drops  were  few  and  scattered  ;  but  soon 
the  windows  of  heaven  were  opened,  and  the  thirsty 
ground  was  abundantly  satisfied.  The  sound  of  the 
thunder  became  fainter  and  fainter  as  the  cloud  passed 
away  ;  the  sun  burst  out  again  in  renewed  splendor  ; 
the  full  drops  glittered  in  his  beams  upon  the  grass  ; 
the  birds  began  their  songs  ;  the  rainbow  spanned  the 
eastern  hills  ;  and  our  hearts,  taught  by  the  timely  in 
structions  of  a  good  man,  began  to  expand  with  eager 
gratitude  for  our  preservation  by  the  hand  of  our 
Heavenly  Father. 

The  remainder  of  the  afternoon  passed  happily  away  , 
and  when  our  books  were  laid  aside,  and  we  were  ready 
to  burst  out  of  the  room  to  enjoy  the  refreshing  air  and 
participate  in  the  general  joy  ;  the  teacher,  taking  the 


MISCELLANEOUS  SUGGESTIONS. 


327 


The  Bible  speaks. — Words  fitly  spoken. — The  effect. 

Bible  from  the  desk,  asked  us  to  remain  quiet  a  mo¬ 
ment  while  he  would  read  a  few  words  that  he  hoped 
we  should  never  forget. 

The  passage  was  the  following,  from  the  65th 
Psalm  : — 

By  terrible  things  in  righteousness  wilt  thou  answer  us,  O  God  of  our  sal¬ 
vation;  who  art  the  confidence  of  all  the  ends  of  the  earth,  and  of  them 
that  are  afar  off  upon  the  sea.  Which  by  his  strength  setteth  fast  the 
mountains  ;  being  girded  with  power :  which  stilleth  the  noise  of  the  seas, 
the  noise  of  their  waves,  and  the  tumult  of  the  people. 

They  also  that  dwell  in  the  uttermost  parts  are  afraid  at  thy  tokens :  thou 
makest  the  outgoings  of  the  morning  and  evening  to  rejoice. 

Thou  visitest  the  earth  and  waterest  it :  thou  greatly  enrichest  it  with  the 
river  of  God,  which  is  full  of  water :  thou  preparest  them  corn,  when  thou 
hast  so  provided  for  it. 

Thou  waterest  the  ridges  thereof  abundantly:  thou  settlest  the  furrows 
thereof :  thou  makest  it  soft  with  showers :  thou  blessest  the  springing 
thereof. 

Thou  crownest  the  year  with  thy  goodness  ;  and  thy  paths  drop  fatness. 
They  drop  upon  the  pastures  of  the  wilderness:  and  the  little  hills  rejoice 
on  every  side. 

The  pastures  are  clothed  with  flocks ;  the  valleys  also  are  covered  over 
with  corn  ;  they  shout  for  joy,  they  also  sing. 

After  closing  the  book.,  the  teacher  said,  “  Go  out 
now,  children,  and  witness  how  perfectly  these  words 
have  been  fulfilled  toward  us  this  afternoon, — and  from 
this  day’s  mercies,  learn  hereafter  to  trust  God  as  con¬ 
fidently  in  the  storm,  when  he  displays  his  power  by 
his  outward  ‘  tokens,’  as  when  he  kindly  smiles  upon 
you  in  the  beams  of  the  glorious  sun,  or  gently  breathes 
upon  you  in  the  morning  breeze.” 

We  went,  forth  bounding  in  gladness  and  gratitude, 
and  saw  the  “  outgoings  of  the  evening  to  rejoice,” — 
“  the  pastures  clothed  with  flocks,” — “  the  valleys  cov- 


328  MISCELLANEOUS  SUGGESTIONS. 

Blessed  memories.— Example  II. — A  dark  day. 

ered  over  with  corn,” — “  the  little  hills  rejoicing  on 
every  side  — we  heard  also  the  general  shout  for  joy  * 
— and  we  felt  as  we  never  before  had  felt,  a  deep, 
thorough,  abiding  conviction  of  the  truth  that  God  is 
our  father  and  our  friend  ;  the  God  of  our  salva¬ 
tion. 

I  know  not  how  soon  these  impressions  faded  from 
the  minds  of  the  other  children, — but  for  myself  I  can 
say,  that  from  that  time  to  the  present,  whenever  I 
have  been  exposed  to  apparent  danger  from  the  im¬ 
pending  tempest,  the  warring  elements,  or  the  ravages 
of  disease,  the  teachings  of  that  hour  have  always 
revived  in  my  mind  to  soothe  my  troubled  spirit,  and 
to  reassure  my  faith  and  confidence  in  the  presence  of 
an  all-sufficient  and  merciful  Preserver.  A  thousand 
times  have  I  devoutly  blessed  the  memory  of  that 
faithful  teacher,  for  having  so  early  and  so  happily^ 
turned  my  thoughts  upward  to  Him,  in  whom  “  we 
live,  and  move,  and  have  our  being.” 

Example  II.  It  was  in  the  afternoon  of  a  gloomy 
day  in  the  latter  part  of  November,  when  the  pupils, 
consisting  of  some  fifty  boys,  belonging  to  a  school  in 
a  pleasant  seaport  town  in  New  England,  were  told  by 
their  teacher,  a  few  minutes  before  the  usual  hour,  that 
they  might  lay  aside  their  studies,  and  prepare  for  dis¬ 
mission.  During  the  early  part  of  the  day  there  had 
been  one  of  those  violent  southeast  rain-storms,  so 
common  upon  the  seacoast  at  that  season  of  the  year 
It  is  well  known  to  the  observing  mariner,  that  a  storm 


MISCELLANEOUS  SUGGESTIONS.  329 

Lull  of  the  storm. — Change  of  wind. — Early  dismission. 

■  .  - 

from  the  southeast  never  continues  beyond  twelve  or 
fifteen  hours  ;  and  when  the  violence  of  the  storm 
abates,  it  is  a  common  remark  of  the  sailor,  that  “  the 
northwester  is  not  long  in  debt  to  the  southeaster.” 
Previous  to  this  change  of  wind,  however,  there  is 
what  is  expressively  termed  the  “  lull  of  the  stormf — 
a  period  when  the  rain  ceases  to  fall,  the  wind  dies 
away  to  a  perfect  calm,  the  barometer  is  suddenly 
depressed,  the  clouds  hover  almost  upon  the  face 
of  the  earth,  shutting  out  the  light  of  the  sun,  and 
causing  a  cheerless  damp  to  settle  upon  every  thing 
terrestrial,  and  a  dreary  gloom  to  enshroud  the  mind 
itself.  When  the  wind  changes,  these  clouds  are 
not  gradually  dissolved  and  broken  up,  so  that  the 
eye  can  catch  transient  glimpses  of  the  blue  sky 
beyond,  as  after  a  snow-storm  in  winter ;  but  the 
dark  drapery  is  suddenly  lifted  up,  as  if  by  an 
unseen  hand,  and  the  western  sky,  from  the  hori 
zon  upwards,  is  left  more  bright  and  more  charm 
ing  than  ever,  to  refresh  the  eye  and  reanimate  the 
soul. 

It  was  such  a  day,  as  before  remarked,  when  the 
pupils  of  this  school — partly  because  of  the  darkness 
in  the  schoolroom,  and  partly  because  of  their  pro¬ 
tracted  confinement  within  a  close  apartment  during  a 
gloomy  afternoon — were,  a  little  earlier  than  usual, 
about  to  be  dismissed.  The  pupils  all  seemed  to 
welcome  the  happy  release  that  awaited  them, — and  in 
their  eagerness  to  escape  from  confinement,  they  very 
naturally  neglected  to  observe  their  accustomed  regard 


*330  MISCELLANEOUS  SUGGESTIONS. 

Impatience. — Light  breaks  in. — The  “garment  of  praise.” — Song. 

for  quiet  and  order  in  laying  aside  their  books.  Jt 
was,  however,  a  fixed  habit  with  the  teacher,  never  to 
give  the  signal  for  leaving  the  room  till  all  the  pupils 
had  taken  the  proper  attitude  for  passing  out  with  regu¬ 
larity,  and  then  had  composed  themselves  to  perfect 
silence.  On  this  occasion  perhaps  two  minutes  passed 
away  while  the  boys  were  gradually,  almost  impa¬ 
tiently,  bringing  themselves  to  a  compliance  with  this 
rule  of  the  teacher. 

During  this  interval  of  waiting,  the  cloud,  unper¬ 
ceived  by  the  teacher,  had  been  slowly  raised  up  from 
the  western  horizon,  just  in  time  to  allow  the  setting 
sun  to  bestow  a  farewell  glance  upon  the  sorrowing 
world  at  his  leave-taking.  Through  the  Venetian 
blinds  that  guarded  the  windows  toward  the  west,  the 
celestial  light  gleamed  athwart  the  apartment,  and 
painted  the  opposite  wall,  in  front  of  the  pupils,  with 
streaks  of  burnished  gold  !  In  an  instant  every  coun¬ 
tenance  was  changed.  A  smile  now  joyously  played 
where  before  sadness  and  discontent  had  held  their 
moody  reign.  The  teacher  was  reminded,  by  all  these 
circumstances,  of  the  beautiful  language  of  the  prophet, 
which  promised  the  gift  of  “  the  garment  of  praise  for 
the  spirit  of  heaviness .”  What  could  be  more  appro¬ 
priate  on  this  occasion  than  a  song  of  praise  ?  Without 
speaking  a  single  word,  the  teacher  commenced  one 
of  the  little  songs  already  familiar  to  the  whole 
school : — 

I.o  the  heavens  are  breaking, 

Pure  and  bright  above ; 


MISCELLANEOUS  SUGGESTIONS.  331 

Singing  with  the  spirit. — An  impression. — God  is  good. 

Life  and  light  awaking, 

Murmur—  God  is  love. 

God  is  love. 

Round  yon  pine-clad  mountain, 

Flows  a  golden  flood ; 

Hear  the  sparkling  fountain, 

Whisper—  God  is  good. 

God  is  good. 

Wake,  my  heart,  and  springing. 

Spread  thy  wings  above, — 

Soaring  still  and  singing, 

God  is  ever  good.  • 

God  is  good. 

Instantly  every  voice  that  had  ever  sung,  now  uttered 

heartfelt  praise.  The  attendant  circumstances,  taken 

at  the  happy  moment,  furnished  such  an  impressive 

commentary  upon  the  import  of  the  words,  that  they 

were  felt,  as  they  never  before  had  been  felt,  to  be 

the  words  of  precious  truth.  Every  heart  throbbed  in 

unison  with  the  sentiment.  At  the  close  of  the  song, 

there  was  profound  silence  in  the  room.  After  a 

♦ 

moment’s  pause,  during  which  the  truth  that  God  is 
good  seemed  to  pervade  each  mind  and  hold  it  in  silent 
reverence, — the  signal  for  departure  was  given.  One 
after  another  the  boys  passed  from  their  seats  with  a 
light  and  careful  step,  as  if  noise  and  haste  would  be 
a  desecration  both  of  the  time  and  place, — and  when 
they  reached  the  open  air,  refreshing  and  exhilarating 
as  it  was,  there  was  no  boisterous  shout,  no  rude 
mirth ;  each  took  his  homeward  course,  apparently 
with  a  new  and  lively  conviction  that  God  is  good. 


332  MISCELLANEOUS  SUGGESTIONS. 

Other  occasions. — Teacher’s  satisfaction. 

It  has  always  been  a  source  of  pleasure  to  that 
teacher  to  recall  from  the  “  buried  past”  the  associa¬ 
tions  connected  with  that  delightful  hour  and  that 
charming  song ;  and  it  has  been  among  the  most 
gratifying  incidents  of  his  experience  as  a  teacher,  to 
hear  more  than  one  of  those  pupils  in  later  life  recur 
to  the  memory  of  that  day,  and  acknowledge  with 
thankfulness  the  lasting  impressions  which  then  and 
there  were  made  upon  their  minds. 


It  would  be  easy  to  furnish  examples  to  almost  any 
extent,  of  the  manner  in  which  this  principle  has  been, 
or  may  be  carried  out  in  practice.  The  degradation 
of  an  intoxicated  person  who  may  pass  the  school, — 
the  pitiable  condition  of  the  man  who  may  wander 
through  the  streets  bereft  of  his  reason, — any  instance 
of  sudden  death  in  the  neighborhood,  particularly  of  a 
young  person, — the  passing  of  a  funeral  procession, — 
in  short,  any  occurrence  that  arrests  the  attention  of 
the  young  and  enlists  their  feeling,  may  be  seized  upon 
as  the  means  of  making  upon  their  minds  an  impres¬ 
sion  for  good.  The  facts  developed  in  many  of  their 
lessons,  too,  afford  opportunities  for  incidental  moral 
instruction.  The  adaptation  of  means  to  ends, — the 
evidence  of  design  and  intelligence  displayed  in  the 
works  of  creation, — the  existence  of  constant  and  uni¬ 
form  laws  as  developed  in  the  sciences,  all  furnish  the 
means  of  leading  the  young  mind  to  God. 

That  teacher  will  enjoy  the  richest  satisfaction  in 


MISCELLANEOUS  SUGGESTIONS. 


333 

Pleasant  retrospection. 

the  evening  of  life,  who,  in  looking  back  upon  his  past 
experience,  shall  be  conscious  that  he  has  improved 
every  opportunity,  which  God  has  given  him,  to  turn 
the  youthful  affections  away  from  the  things  of  earth 
to  seek  a  worthier  object  in  things  above. 


ftft4  THE  REWARDS  OF  THE  TEACHER. 


Low  pecuniary  reward. — Illustrated. 


¥ 


CHAPTER  XV. 

THE  REWARDS  OF  THE  TEACHER. 

It  is  proverbial  that  the  pecuniary  compensation  of 
the  teacher  is,  in  most  places,  far  below  the  proper 
standard.  It  is  very  much  to  be  regretted  that  an  em¬ 
ployment  so  important  in  all  its  bearings,  should  be  so 
poorly  rewarded.  In  New  England  there  are  many 
young  women  who,  having  spent  some  time  in  teaching, 
have  left  that  occupation  to  go  into  the  large  manufac¬ 
turing  establishments  as  laborers,  simply  because  they 
could  receive  a  higher  compensation.  I  have  known 
several  instances  in  which  young  ladies,  in  humble 
circumstances,  have  left  teaching  to  become  domestics, 
thus  performing  the  most  ordinary  manual  labor,  be¬ 
cause  they  could  receive  better  pay ;  that  is,  the 
farmers  and  mechanics  of  the  district  could  afford  to 
pay  more  liberally  for  washing  and  ironing,  for  making 
butter  and  cheese,  for  sweeping  floors  and  cleaning 
paint,  than  they  could  for  educating  the  immortal  minds 
of  their  children ! 

Nor  is  this  confined  to  the  female  sex.  Young 
mechanics  and  farmers,  as  well  as  those  employed  in 
manufacturing,  frequently  receive  higher  wages  than 
the  common-school  teacher  in  the  same  district.  Many 


THE  REWARDS  OF  THE  TEACHER.  335 

Driving  pegs. — Injustice. — Extra  expense. 

a  young  man  who  has  only  genius  enough  to  drive  the 
pegs  of  a  shoe  in  a  regular  row,  and  skill  enough  to 
black  the  surface  of  the  article  when  it  is  completed, 
having  spent  but  a  few  weeks  in  learning  his  trade, 
receives  more  money  for  his  work  than  he  who,  after 
having  spent  months,  or  even  years,  in  gaining  the 
requisite  qualifications,  labors  to  polish  that  nobler 
material,  the  human  soul. 

The  injustice  of  this  becomes  more  apparent  when 
we  bear  in  mind  that  public  opinion  demands,  and  justly 
too,  that  the  teacher  should  be  not  only  gentlemanly  in 
his  manners,  but  better  clad  than  the  mere  laborer, — 
thus  throwing  upon  him  a  greater  burden  without 
affording  him  the  means  of  sustaining  it.  The  female 
teacher  of  a  district  school,  in  order  to  be  respectable, 
must  be  much  more  expensively  dressed  than  the  do¬ 
mestic  in  the  family  where  she  boards,  and  is  thus 
compelled  to  consume  most  of  her  receipts  upon  her 
wardrobe, — while  the  domestic  is  able  to  place  surplus 
money  at  interest  in  the  Savings  Bank.  This  injustice 
lias  so  often  been  laid  before  the  people,  and  yet  has 
been  so  long  continued,  that  many  have  given  up  in 
despair,  and  abandoned  an  employment  that  has  yielded 
so  little,  choosing  rather  to  engage  in  that  lower  service 
which  is  so  much  better  paid. 

This  sufficiently  explains  why  so  many  unqualified 
teachers  have  been  found  in  our  common  schools.  Men 
of  talents  and  ability  being  tempted  to  other  employ¬ 
ments,  have  left  the  field  unoccupied  ;  and  those  men 
who  have  failed  to  gain  a  comfortable  living  by  their 


336  THE  REWARDS  OF  THE  TEACHER. 

Living  by  wits. — Improvement. — Means  of  mental  growth. 

hands,  have  been  allowed  to  try  the  experiment  of 
supporting  life  by  their  wits , — that  is,  by  becoming 
teachers  ! 

Such  has  been  the  case  for  a  long  time  past ;  ana, 
though  in  many  quarters  the  people  are  beginning  to 
open  their  eyes  to  their  true  interest,  and  are  gradually 
and  commendably  coming  up  to  their  duty,  yet,  for 
some  time  to  come,  the  pecuniary  compensation  will  not 
constitute  the  chief  reward  of  the  teacher.  If  he  will  go 
cheerfully  to  his  work,  and  find  his  daily  enjoyment  in 
his  daily  toil,  he  must  have  a  higher  object,  some  more 
elevating,  inspiring  motive,  than  mere  money-getting. 
The  chief  encouragements  of  the  faithful  teacher  lie  in 
another  direction. 

It  is  the  object  of  the  following  paragraphs  to  point 
out  some  of  these  encouragements  ;  for,  having  in  the 
preceding  pages  required  very  much  at  his  hands,  I  feel 
that  it  is  but  just  that  he  should  be  invited  to  look  at  the 
brighter  side  of  the  picture,  so  that  when  he  is  ready  to 
sink  under  the  responsibilities  of  his  position,  or  to  yield 
to  the  obstacles  that  oppose  his  progress,  he  may  have 
something  to  animate  his  soul,  and  to  nerve  him  anew 
for  the  noble  conflict. 

I.  The  teacher' s  employment  affords  the  means  of  in¬ 
tellectual  growth.  If  a  man  teaches  as  he  should  teach 
he  must  of  necessity  improve  himself.  Teaching,  un- 
derstandingly  pursued,  gives  accuracy.  I  know  it  is 
possible  for  a  man  to  be  a  mere  schoolmaster — &  peda¬ 
gogue,  without  any  self-improvement.  But  I  am  speak¬ 
ing  of  the  faithful,  devoted  teacher, — the  man  who 


V 


THE  REWARDS  OF  THE  TEACHER. 


337 


Means  of  moral  growth. — Illustrated. 

studies,  reflects,  invents.  Such  a  man  learns  more  than 
his  pupils.  Every  time  he  takes  a  class  through  any 
branch  of  study,  he  does  it  more  skillfully,  more  thor¬ 
oughly  than  before.  He  brings  some  fresh  illustration 
of  it,  presents  some  new  view  of  it,  and  hence  takes  a 
lively  interest  in  it  himself,  and  awakens  a  new  zeal 
among  his  pupils.  Measuring  himself  by  his  new  suc¬ 
cess,  he  feels  a  consciousness  of  growth,  of  progress. 
This  consciousness  is  a  precious  reward. 

II.  The  teacl^s  employment  affords  the  means  of 
moral  growth.  Brought  constantly  in  contact  with 
those  who  need  a  careful  guidance,  he  feels  impelled  to 
earnest  effort  in  order  to  obtain  the  mastery  over  him¬ 
self,  as  the  best  means  of  gaining  complete  influence 
over  others.  Studying  the  weak  points  in  their  char¬ 
acter,  he  is  constantly  reminded  of  those  in  his  own  ; 
and  self-knowledge  is  the  first  step  toward  self- 
improvement.  Beginning  in  the  feebleness  of  inex¬ 
perience,  he  bolsters  up  his  authority  at  first  by  a 
frequent  resort  to  force  ;  but,  as  he  goes  on,  he  finds 
himself  gradually  gaining  such  ascendency  over  the 
vicious  as  to  control  them  quite  as  effectually  by  milder 
means.  At  first,  easily  excited  to  anger  or  impatience, 
he  frequently  indulged  in  severe  language  when  it  was 
unnecessary, — but  by  careful  discipline  he  has  learned 
to  “  set  a  watch  before  his  mouth  and  to  keep  the  door 
of  his  lips.”  Encouraged  by  one  victory  over  himself, 
he  is  prepared  for  another.  Having  learned  by  self- 
discipline  to  control  his  outward  acts,  he  next  attempts 

the  mastery  of  his  thoughts.  He  soon  finds  that  his 

90 


338 


THE  REWARDS  OF  THE  TEACHER. 


Moral  power. — Progress  in  the  art  of  teaching. 

moral  power  over  others  is  very  much  increased.  Some¬ 
how — though  perhaps  he  cannot  yet  tell  the  reason  why 
— he  finds  he  can  secure  obedience  with  half  the  effort 
formerly  required, — he  gains  the  love  of  his  pupils 
more  readily, — and,  with  the  exception,  now  and  then, 
of  an  extreme  case,  he  finds  that  he  excites  a  deeper 
interest  than  ever  before  in  the  whole  round  of  duty 
among  the  scholars.  Why  is  this  ?  he  asks, — and  the 
consciousness  of  increased  moral  power  rising  up  with¬ 
in  him,  is  a  source  of  the  highest  satisfaction.  Pecu¬ 
niary  emolument  sinks  into  nothing  considered  as  a 
reward,  when  compared  with  a  conscious  victory  over 
himself. 

III.  A  consciousness  of  improvement  in  the  art  oj 
teaching  is  another  reward.  Such  improvement  will 
follow  as  a  matter  of  course  from  his  self-improvement 
in  the  particulars  just  named.  As  his  own  mind  ex¬ 
pands,  he  feels  a  new  impulse  to  exert  himself  to  inter¬ 
est  others  in  the  subjects  he  teaches.  He  soon  comes 
to  look  upon  the  work  of  instruction,  not  as  a  mere 
mechanical  business,  to  be  done  in  a  formal  way,  but  as 
a  noble  art,  based  upon  certain  great  principles  that  are 
capable  of  being  understood  and  applied.  He  employs 
all  his  ingenuity  to  discover  the  natural  order  of  present¬ 
ing  truth  to  the  mind, — to  ascertain  the  precise  degree 
of  aid  the  learner  needs,  and  the  point  where  the 
teacher  should  stop.  He  studies  carefully  the  propel 
motives  to  be  presented  as  incentives  to  exertion. 
Interested  in  his  labor  as  a  great  work,  looking  upon 
his  influence  as  telling  upon  all  future  time,  he  devotes 


THE  REWARDS  OF  THE  TEACHER. 


339 


Pupils’  growth  of  mind.— Immediate  results. 

himself  daily  with  new  zeal,  and  is  rewarded  with  the 
consciousness  of  new  success. 

IV.  The  teacher  is  permitted  also  to  witness  the  con¬ 
stant  growth  of  mind  among  his  pupils.  I  say  constant , 
because  the  teacher  is  not  obliged  to  labor  without  see¬ 
ing  immediate  results.  The  minister  of  religion  may 
sometimes  sow  the  seed  of  the  good  word,  while  the 
fruit  does  not  appear  for  a  long  season.  Sometimes  a 
spiritual  apathy  prevails,  so  that  the  most  faithful  warn¬ 
ings  and  the  most  earnest  appeals  seem  to  fall  powerless 
upon  the  conscience;  and  he  is  led  almost  to  despair  of 
ever  being  able  to  break  the  deathlike  slumber.  It  is 
not  thus  with  the  teacher.  His  labor  tells  immediately 
upon  the  young  mind.  Even  while  he  is  yet  speaking, 
he  is  gratified  with  observing  the  soul’s  expansion  as  it 
grasps  and  assimilates  some  new  idea  which  he  pre¬ 
sents.  From  day  to  day,  as  he  meets  his  classes,  he 
sees  how  they  go  on  from  strength  to  strength, — at  first, 
indeed,  with  the  halting,  tottering  step  of  the  feeble 
babe,  but  soon  with  the  firm  and  confident  tread  of  the 
vigorous  youth. 

A  teacher  who  is  for  several  years  employed  in  his 
vocation,  is  often  astonished  at  the  rapidity  with  which 
the  young,  who  come  to  him  as  mere  children,  grow 
into  men  and  women,  and  take  their  places  on  the  stage 
of  life  as  prominent  actors.  Some  of  them  distinguish 
themselves  in  the  arts  ;  some  become  noted  for  their 
attainments  in  science  ;  some  receive  the  honors  of 
office  and  become  leaders  in  civil  affairs  ;  some  gain 
eminence  as  professional  men  ;  and  very  likely  a  large 


340 


THE  REWARDS  OF  THE  TEACHER. 


“  They  were  my  pupils.” — Useful  calling.— Professor  Agnew. 

portion  of  them  are  engaged  in  the  various  departments 
of  honorable  industry.  Wherever  they  are,  and  what¬ 
ever  they  are,  they  are  now  exerting  a  powerful  in¬ 
fluence  in  the  community.  They  have  grown  up  under 
his  eye,  and  have  been  essentially  shaped  by  his  plastic 
hand.  He  looks  upon  them  almost  with  the  interest 
and  pride  of  a  father.  He  counts  them  as  his  jewels  ; 
and  when  he  hears  of  their  success,  their  usefulness, 
and  their  honors,  his  heart  leaps  within  him,  as  he 
thinks,  “  they  were  my  pupils .”  Even  though  he  may 
have  wasted  the  strength  of  his  best  days  in  the  service, 
what  a  reward  is  this  for  the  teacher  ! 

V.  The  teacher  has  the  consciousness  of  being  en¬ 
gaged  in  a  useful  and  honorable  calling.  What  though 
he  may  not  become  rich  in  this  world’s  goods  ?  Who 
would  not  prefer  above  houses  and  lands, — infinitely 
above  all  the  wealth  of  earth,  the  consciousness  of  be¬ 
ing  engaged  in  a  work  of  usefulness  ?  Man  was  made 
for  usefulness, — and  who  would  not  desire  to  answer 
the  design  of  his  creation? 

My  pen  is  too  feeble  to  attempt  to  portray  the  useful¬ 
ness  of  the  faithful  teacher.  He  educates  the  immortal 
mind , — wakes  it  to  thought, — trains  it  to  discipline — 
self-discipline, — moves  it  to  truth  and  virtue, — fills  it 
with  longings  for  a  more  perfect  state,  and  sends  it  forth 
to  exert  its  power  for  good  through  all  coming  time  ! 
“To  this  end,”  in  the  glowing  language  of  Professor 
Agnew,  “  he  communicates  a  knowledge  of  letters, 
opens  out  gradually  before  the  child  the  book  of  nature 
and  the  literature  of  the  world  :  he  disciplines  his  mind 


THE  REWARDS  OF  THE  TEACHER.  341 

Educates  the  mind. — Trains  the  affections. — The  infant  becomes  a  man. 

and  teaches  him  how  to  gather  knowledge  from  every 
source  ;  he  endeavors  to  impart  quickness  and  reten¬ 
tiveness  of  memory,  to  cultivate  a  refined  and  well- 
regulated  imagination,  to  task,  and  thus  to  give  vigor  to 
his  reasoning  powers.  He  points  out  the  appropriate 
objects  of  the  several  affections,  and  the  proper  exercise 
of  the  passions;  he  gives  lessons  to  conscience,  derived 
from  the  pure  fountain  of  God’s  own  revelation,  and 
teaches  him  to  subject  his  own  will  to  the  Highest 
Will.  He  instructs  him  in  the  various  sciences,  and 
thus  displays  before  him  worlds  of  wondrous  interest, 
and  invests  him  with  the  sources  and  means  of  pure 
enjoyment.  He  trains  him  for  the  sweet  sympathies 
of  social  life  ;  and  unfolds  before  him  the  high  behests 
of  duty — duty  to  himself,  his  fellow-creatures,  his 
family,  his  God. 

“  Under  such  a  tuition,  behold  the  helpless  infant 
grown  to  manhood’s  prime, — a  body  well  developed, 
strong,  and  active  ;  a  mind  symmetrically  unfolded,  and 
powers  of  intellection  closely  allied  to  those  of  the  spirits 
in  celestial  spheres.  He  becomes  a  husband  and  a 
father ;  in  these,  and  in  all  the  relations  of  life,  he  per¬ 
forms  well  his  part.  Above  all,  he  is  a  Christian,  with 
well-trained  affections  and  a  tender  conscience,  su¬ 
premely  loving  God,  maintaining  a  constant  warfare 
with  the  world,  the  flesh,  and  the  devil, — growing  up 
into  the  stature  of  a  perfect  man  in  Christ,  and  antici¬ 
pating  the  fullness  of  joy  and  pleasure  for  evermore 
which  are  at  God’s  right  hand.  The  time  of  his  de¬ 
parture  at  length  arrives  ;  he  has  fought  the  good  fight, 


342 


THE  REWARDS  OF  THE  TEACHER. 


A  transit.— No  limits  to  usefulness.— Honorable.— Why  ? 

he  has  finished  his  course,  and  he  goes  to  obtain  his 
crown  and  to  attune  his  harp,  and  forever  to  dwell  on 
the  hills  of  light  and  love,  where  angels  gather  immor¬ 
tality.  Oh,  what  a  transit ;  from  the  dependent  help¬ 
lessness  of  infancy  to  the  glory  of  a  seraph  ;  from 
mind  scarcely  manifested,  to  mind  ranging  over  the 
immensity  of  Jehovah’s  empire,  and  rising  in  the  lof¬ 
tiest  exercises  of  reason  and  affection  !  And  how  much 
has  the  faithful  teacher  had  to  do  in  fitting  him  for  the 
blissful  mansions  of  the  skies  /” 

If  such  be  the  teacher’s  work,  where  is  the  limit  to 
his  usefulness  ?  Yet  he  may  do  this  not  for  one  merely, 
but  for  scores,  or  even  hundreds.  Eternity  alone  can 
display  the  immeasurable,  inconceivable  usefulness  of 
one  devoted  teacher. 

And  is  not  the  teacher’s  calling  honorable  ?  It  is, — 
for  its  usefulness  makes  it  honorable.  To  scatter  the 
light  of  truth  is  always  honorable.  So  some  of  the 
greatest  and  best  men  the  world  ever  saw  have  believed, 
and  have  illustrated  their  faith  by  their  practice.  Con¬ 
fucius,  Socrates,  Seneca,  Aristotle,  and  Plato  were 
specimens  of  the  teachers  of  ancient  date.  Roger 
Ascham,  John  Milton,  Francke,  Pestalozzi,  Arnold, 
and  a  host  of  others,  have  adorned  the  profession  in 
later  times.  Yet  these  are  men  who  have  taught  the 
world  to  think.  Their  works  live  after  them, — and  will 
continue  to  live,  when  the  proud  fame  of  the  mighty 
warriors,  who  have  marked  their  course  in  blood,  shall 
have  perished  from  the  earth. 

If  it  were  necessary  and  not  invidious,  how  many 


THE  REWARDS  OF  THE  TEACHER.  343 

Our  great  men  began  as  teachers. — Gratitude  of  pupils. 

distinguished  men  in  our  own  country  could  be  men¬ 
tioned,  who  have  been  teachers  of  the  young,  or  who 
are  still  engaged  as  such.  Besides  those  who  have 
made  teaching  the  business  of  their  lives,  how  many 
have  been  temporarily  employed  in  this  calling.  Some 
of  our  presidents,  many  of  our  governors,  most  of  our 
jurists  and  divines, — indeed,  some  of  every  profession, 
“  and  of  the  chief  women  not  a  few ” — have  first  dis¬ 
tinguished  themselves  as  school-teachers.  Well  may 
teachers,  then,  regard  their  profession  as  an  honorable 
one ;  always  remembering,  however,  that  “  it  is  not 
the  position  which  makes  the  man  honorable,  but  the 
man  the  position.” 

VI.  The  teacher  enjoys  the  grateful  remembrance  of 
his  pupils  and  of  their  friends .  When  a  distinguished 
writer  said,  “  God  be  thanked  for  the  gift  of  mothers 
and  schoolmasters,”  he  expressed  but  the  common  sen¬ 
timent  of  the  human  heart.  The  name  of  parent  justly 
enkindles  the  warmest  emotions  in  the  heart  of  him 
who  has  gone  out  from  his  native  home  to  engage  in 
the  busy  scenes  of  the  work-day  world  ;  and  when 
sometimes  he  retires  from  the  companionship  of  new- 
made  friends  to  recall  the  picture  of  the  past  and  the 
loved  of  other  days, — to  think 

“  Of  childish  joys  when  bounding  boyhood  knew 
No  grief,  but  chased  the  gorgeous  butterfly, 

And  gambol’d  with  the  breeze,  that  tossed  about 
His  silken  curls—” 

how  sweetly  do  the  gentle  influences  of  home  and 


344 


THE  REWARDS  OF  THE  TEACHER. 


Gratitude  to  parents  first. — A  devoted  mother. 

childhood,  with  all  their  tender  and  hallowed  associa¬ 
tions,  come  stealing  over  the  soul  !  The  world  is 
forgotten ;  care  may  not  intrude  upon  this  sacred 
hour ;  objects  of  sense  are  unheeded  ;  the  call  to 
pleasure  is  disregarded  ; — while  the  rapt  soul  introvert¬ 
ed — transported — dwells  with  unspeakable  delight  upon 
its  consecrated  recollection  of  all  that  is  venerable,  all 
that  is  sacred  in  the  name  of  parent.  At  this  favored 
hour,  how  the  heart  swells  at  the  thought  of  a  mother’s 
love  !  The  smiles,  the  kind  words,  the  sympathy,  the 
counsels,  the  prayers,  the  tears, — how  fondly  the  mem¬ 
ory  treasures  them  all  up,  and  claims  them  for  its  own  ! 
And  though  Death  may  have  long  since  intruded,  and 
consigned  that  gentle  form  to  the  cold  earth,  rudely 
sundering  the  cherished  bonds  of  affection,  and  leaving 
the  hearth-stone  desolate, — though  Change  may  have 
brought  strangers  to  fell  the  favorite  tree,  to  remove  the 
ancient  landmarks,  to  lay  waste  the  pleasant  places, 
and  even  to  tread  thoughtlessly  by  the  humble  mound 
that  marks  the  revered  spot  where  “  departed  worth  is 
laid,” — though  Time,  “  with  his  effacing  fingers,”  may 
have  been  busy  in  obliterating  the  impressions  of  child¬ 
hood  from  the  mind,  or  in  burying  them  deeply  beneath 
the  rubbish  of  perplexing  cares, — still  the  true  heart 
never  tires  with  the  thought  of  a  fond  parent,  nor  ever 
ceases  to  “  thank  God  upon  every  remembrance”  of  a 
pious ,  devoted  mother ! 

Thus  it  should  ever  be.  Nothing  on  earth  should  be 
allowed  to  claim  the  gratitude  which  is  justly  due  to 
judicious  parents  But  the  faithful,  devoted  teacher, 


THE  REWARDS  OF  THE  TEACHER.  345 

Teacher  next  to  the  parent. — Gratitude  of  parents. — Example. 

the  former  of  youthful  character  and  the  guide  of 
youthful  study,  will  be  sure  to  have  the  next  place  in 
the  grateful  heart.  Whether  the  young  man  treads  the 
deck  of  the  noble  ship,  in  his  lonely  watch,  as  she 
proudly  walks  the  waters  by  night, — or  journeys  among 
strangers  in  foreign  lands ; — wherever  he  goes,  or  how¬ 
ever  employed, — as  often  as  his  thoughts  revisit  the 
scenes  of  his  childhood,  and  dwell  with  interest  upon 
the  events  that  marked  his  youthful  progress,  he  will 
recur  to  the  old  familiar  schoolhouse,  call  up  its  well 
remembered  incidents — its  joys  and  its  sorrows — its 
trials  and  its  triumphs — its  all-pervading  and  ever- 
abiding  influences,  and  devoutly  thank  God  for  the  gift 
of  a  faithful ,  self-denying ,  patient  teacher. 

But  the  teacher  is  rewarded  also  by  the  gratitude  of 
parents  and  friends.  Some  of  the  sweetest  moments  a 
teacher  ever  experiences,  are  those  when  a  parent 
takes  him  by  the  hand,  and  with  cordial  sincerity  and 
deep  emotion,  thanks  him  for  what  he  has  done  for  his 
child.  It  may  have  been  a  wayward,  thoughtless, 
perhaps  a  vicious  boy,  whom  kind  words  and  a  warm 
heart,  on  the  part  of  the  teacher,  have  won  back  to  the 
path  of  rectitude  and  virtue. 

I  have  seen  an  old  lady — and  I  shall  never  forget  the 
sight — bending  under  the  infirmities  of  age, — blind,  and 
yet  dependent  mainly  upon  her  labor  for  support, 
invoking  the  richest  of  heaven’s  blessings  upon  the  head 
of  a  teacher,  who,  by  kindness  and  perseverance,  had 
won  back  her  wayward  grandson  to  obedience  and  duty, 
flow  her  full  soul  labored  as  she  described  the  change 


346  THE  REWARDS  OF  THE  TEACHER. 

Widow’s  gratitude. — Approval  of  Heaven.— The  Great  Teacher. 

'  * 

that  had  taken  place  !  Her  emotion — too  deep  for 
utterance  in  words — found  expression  only  in  tears  that 
streamed  from  her  sightless  eyes  !  She  felt  that  her 
boy  was  again  a  child  of  hope  and  promise,  and  that 

he  might  yet  be  a  virtuous  and  a  useful  man.  The 

« 

world  may  raise  its  empty  acclamation  to  honor  the 
man  of  power  and  of  fame, — it  may  applaud  the  states¬ 
man  and  weave  the  chaplet  for  the  conqueror’s  brow ; 
— but  the  teacher,  humble  and  obscure  though  he  may 
be,  who  is  the  object  of  the  widow’s  gratitude  for  being 
the  orphan’s  friend,  with  the  consciousness  of  deserving 
it,  is  a  happier,  I  had  almost  said  a  greater  man. 
Surely  lie  receives  a  greater  reward. 

w 

VII.  The  faithful  teacher  enjoys  the  approval  of 
Heaven.  He  is  employed,  if  he  has  a  right  spirit, 
in  a  heavenly  mission.  He  is  doing  his  Heavenly 
Father’s  business.  That  man  should  be  made  wiser 
and  happier,  is  the  will  of  Heaven.  To  this  end,  the 
Son  of  God — The  Great  Teacher  — came  to  bless  our 
race.  So  far  as  the  schoolmaster  has  the  spirit  of 
Jesus,  he  is  engaged  in  the  same  great  work.  Heaven 
regards  with  complacency  the  humble  efforts  of  the 
faithful  teacher  to  raise  his  fellow-beings  from  the 
darkness  of  ignorance  and  the  slavery  of  superstition  ; 
and  if  a  more  glorious  crown  is  held  in  reserve  for  one 
rather  than  another,  it  is  for  him  who,  uncheered  by 
worldly  applause,  and  without  the  prospect  of  adequate 
reward  from  his  fellow-men,  cheerfully  practises  the 
sell-denial  of  his  master,  spending  his  strength,  and 
doing  with  diligence  and  patience  “  whatsoever  his 


THE  REWARDS  OF  THE  TEACHER.  347 

Lord  Brougham. — An  epitaph.— Cease  repining. 

hand  findeth  to  do,”  towards  raising  his  fellow-beings 
to  happiness  and  heaven. 

It  is  such  a  teacher  that  the  eloquent  and  gifted 
Lord  Brougham  describes  in  the  following  beautiful 
language  : 

“  He  meditates  and  prepares,  in  secret,  the  plans 
which  are  to  bless  mankind  ;  he  slowly  gathers  around 
him  those  who  are  to  further  their  execution, — he 
quietly,  though  firmly,  advances  in  his  humble  path, 
laboring  steadily,  but  calmly,  till  he  has  opened  to  the 
light  all  the  recesses  of  ignorance,  and  torn  up  by  the 
roots  the  weeds  of  vice.  His  progress  is  not  to  be 
compared  with  any  thing  like  the  march  of  the  con¬ 
queror, — but  it  leads  to  a  far  more  brilliant  triumph, 
and  to  laurels  more  imperishable  than  the  destroyer  of 
his  species,  the  scourge  of  the  world,  ever  won.  Each 
one  of  these  great  teachers  of  the  world,  possessing  his 
soul  in  peace,  performs  his  appointed  course,  awaits  in 
patience  the  fulfillment  of  the  promises,  and  resting 
from  his  labors,  bequeaths  his  memory  to  the  genera¬ 
tion  whom  his  works  have  blessed,  and  sleeps  under 
the  humble,  but  not  inglorious  epitaph,  commemorating 
‘  one  in  whom  mankind  lost  a  friend ,  and  no  man  got 
rid  of  an  enemy?  ” 

In  view  of  what  has  been  said,  let  the  teacher  cease 
to  repine  at  his  hard  lot.  Let  him  cast  an  occa¬ 
sional  glance  at  the  bright  prospect  before  him.  He 
deserves,  to  be  sure,  a  higher  pecuniary  reward  than 
he  receives  ;  and  he  should  never  cease  to  press  this 


348  THE  REWARDS  OF  THE  TEACHER. 

Magnify  his  office.— How?— Moral  recompense. 

truth  upon  the  community,  till  talent  in  teaching  is  as 
well  compensated  as  talent  in  any  other  calling.  But 
whether  he  gains  this  or  not,  let  him  dwell  upon  the 
privileges  and  rewards  to  be  found  in  the  calling  itself, 
and  take  fresh  encouragement. 

The  apostle  Paul  exhibited  great  wisdom  when  he 
said,  “  I  magnify  mine  office .”  If  the  foregoing  views 
respecting  the  importance  of  the  teacher’s  calling  are 
correct,  he  may  safely  follow  the  apostle’s  example. 
This  is  not,  however,  to  be  done  merely  by  boastful 
words.  No  man  can  elevate  himself,  or  magnify  his 
office  in  public  estimation,  by  indulging  in  empty 
declamation,  or  by  passing  inflated  resolutions.  He 
must  feel  the  dignity  of  his  profession,  and  show  that 
he  feels  it  by  unremitted  exertions  to  attain  to  the 
highest  excellence  of  which  he  is  capable, — animated, 
in  the  midst  of  his  toil,  chiefly  by  the  great  moral 
recompense  which  every  faithful  teacher  may  hope  to 
eceive. 

Let  every  teacher,  then,  study  to  improve  himself 
intellectually  and  morally  ;  let  him  strive  to  advance  in 
the  art  of  teaching ;  let  him  watch  the  growth  of  mind 
under  his  culture  and  take  the  encouragement  which 
that  affords  ;  let  him  consider  the  usefulness  he  may 
effect  and  the  circumstances  which  make  his  calling 
honorable  ;  let  him  prize  the  gratitude  of  his  pupils 
and  of  their  parents  and  friends  ;  and  above  all,  let  him 
value  the  approval  of  Heaven,  and  set  a  proper  estimate 
upon  the  rewards  which  another  world  will  unfold  to 
him, — and  thus  be  encouraged  to  -toil  on  in  faithfulness 


THE  REWARDS  OF  THE  TEACHER. 


349 


Final  reward. 

and  in  hope, — till,  having  finished  his  course,  and  being 
gathered  to  the  home  of  the  righteous,  he  shall  meet 
multitudes,  instructed  by  his  wise  precept,  and  profited 
by  his  pure  example,  who  “  shall  rise  up  and  call  him 
blessed.” 


THE  END. 


/ 


' 


. 


A.  S.  BARNES  <fc  COMPANY^  PUBLICATIONS). 
Davies'  System  of  Mathematics . 


MATHEMATICAL  WORKS, 

« 

IN  A  SERIES  OF  THREE  PARTS  l 

A. RITHMETIC AL,  ACADEMICAL,  AND  COLLEGIATE. 

BY  CHARLES  DAYIES,  L.L.B 

I.  THE  ARITHMETICAL  COURSE  FOR  SCHOOLS. 

1.  PRIMARY  TABLE-BOOK. 

2.  FIRST  LESSONS  IN  ARITHMETIC. 

3.  school  arithmetic.  (Key  separate.) 

4.  GRAMMAR  OF  ARITHMETIC. 

II.  THE  ACADEMIC  COURSE. 

1.  the  university  arithmetic.  (Key  separate.) 

2.  PRACTICAL  GEOMETRY  AND  MENSURATION. 

3.  elementary  algebra.  (Key  separate.) 

4.  ELEMENTARY  geometry. 

5.  ELEMENTS  OF  SURVEYING. 

III.  THE  COLLEGIATE  COURSE. 

1.  DAVIES*  BOURDON’S  ALGEBRA. 

2.  davies’  legendre’s  geometry  amd  trigonometry. 

3.  davies’  analytical  geometry. 

4.  DAVIE3’  DESCRIPTIVE  GEOMETRY. 

5.  davies’  shades,  shadows,  and  perspective. 

(?.  davies’  differential  and  integral  calculus. 

.  DAVIES’  LOGIC  AND  UTILITY  OF  MATHEMATICS. 

This  series,  combining  all  that  is  most  valuable  in  the  various  methods  of  European 
In druction,  improved  and  matured  by  the  suggestions  of  more  than  thirty  years’  expe¬ 
rience,  now  forms  the  only  complete  consecutive  course  of  Mathematics.  Its  methods, 
harmonizing  as  the  works  of  one  mind,  carry  the  student  onward  by  the  same  analogies 
ind  the  same  laws  of  association,  and  are  calculated  to  impart  a  comprehensive  knowl¬ 
edge  of  the  science,  combining  clearness  in  the  several  branches,  and  unity  and  propor¬ 
tion  in  the  whole.  Being  the'system  so  long  in  use  at  A  Vest  Point,  through  which  so 
many  men,  eminent  for  then"  scientific  attainments,  have  passed,  and  htoing  been 
adopted,  as  Text  Books,  by  most  of  the  colleges  in  the  United  States,  it  may  be  justly 
regarded  as  our 

NATIONAL  SYSTEM  OF  MATHEMATICS. 

V 


A.  S.  BARNES  &  COMPAN  J  S  PUBLICATIONS. 


Davies'  System  of  Mathematics. 


THE  ARITHMETICAL  COURSE  FOR  SCHOOLS. 


1.  Davies’  Primary  Table-Book. 

The  leading  feature  of  the  plan  of  this  work  is  to  teach  the  reading  of  figures;  that 
is,  so  to  train  the  mind  that  it  shall,  by  the  aid  of  the  eye  alone,  catch  instantly  the  idea 
which  any  combination  of  figures  is  intended  to  express. 

The  method  heretofore  pursued  has  aimed  only  at  presenting  the  combinations  by 
means  of  our  common  language:  this  method  proposes  to  present  them  purely  through 
the  arithmetical  symbols,  so  that  the  pupil  shall  not  be  obliged  to  pause  at  every  step 
and  translate  his  conceptions  into  common  language,  and  then  retranslate  them  into 
the  language  Of  Arithmetic. 

For  example,  when  he  sees  two  numbers,  as  4  and  8,  to  be  added,  he  shall  not  pause 
and  say,  4  and  8  are  12,  but  shall  be  so  trained  as  to  repeat  12  at  once,  as  is  always  done 
by  an  experienced  accountant.  So,  if  the  difference  of  these  numbers  is  to  be  found,  he 
shall  at  once  say  4,  and  not  4  from  8  leaves  4.  If  he  desires  their  product,  he  will  say 
*12 ;  if  then-  quotient,  2 :  and  the  same  in  all  similar  cases. 


2.  Davies’  First  Lessons  in  Arithmetic. 

The  First  Lessons  in  Arithmetic  begin  with  counting,  and  advance  step  by  step 
through  all  the  simple  combinations  of  numbers.  In  order  that  the  pupil  may  be  im¬ 
pressed  with  the  fact  that  numbers  express  a  collection  of  units,  or  things  of  the  same 
kind,  the  unit,  in  the  beginning,  is  represented  by  a  star,  and  the  child  should  be  made 
to  count  the  stars  in  all  cases  where  they  are  used.  Having  once  fixed  in  the  mind  a 
correct  impression  of  numbers,  it  was  deemed  no  longer  necessary  to  represent  the  unit 
by  a  symbol ;  and  hence  the  use  of  the  star  was  discontinued.  In  adding  1  to  eacn 
number  from  1  to  10,  we  have  the  first  ten  combinations  in  arithmetic.  Then  by  add¬ 
ing  2  in  the  same  way,  we  have  the  second  ten  combinations,  and  so  on.  Each  ten 
combinations  is  arranged  in  a  separate  lesson,  throughout  the  four  ground  rules,  and 
each  is  illustrated  either  by  unit  marks  or  a  simple  example.  Thus  the  four  hundred 
elementary  combinations  are  presented,  in  succession,  in  forty  lessons, — a  plan  not 
adopted  in  any  other  elementary  book.  The  author  has  embodied  in  a  recent  edition  of 
this  work  the  general  principles  contained  in  the  Primary  Table-book,  so  that  the 
scholar  can,  if  deshed,  commence  the  study  of  arithmetical  tables  with  this  second 
book. 

3.  Davies’  School  Arithmetic. 

This  work  begins  with  the  simplest  combination  of  numbers,  and  contains  all  that  is 
supposed  to  be  necessary  for  the  average  grade  of  classes  in  schools.  It  is  strictly  scien¬ 
tific  and  entirely  practical  in  its  plan.  Each  idea  is  first  presented  to  the  mind  either 
by  an  example  or  an  illustration,  and  then  the  principle,  or  abstract  idea,  is  stated  in 
general  terms.  Great  care  has  been  taken  to  attain  simplicity  and  accuracy  ir  the  defi¬ 
nitions  and  rules,  and  at  the  same  time  so  to  frame  them  as  to  make  them  introductory 
to  the  higher  branches  of  mathematical  science.  No  definition  or  rule  is  given  until 
the  mind  of  the  pupil  has  been  brought  to  it  by  a  series  of  simple  induct5  ;ns,  so  that 
mental  training  may  begin  with  the  first  intellectual  efforts  in  numbers. 

a 


A.  S.  BARNE3  &  COMPANY’S  PUBLICATIONS. 


Davies'  System  of  Mathematic s. 


THE  ACADEMIC  COURSE. 


1.  Davies’  University  Arithmetic. 

The  scholar  in  commencing  this  work,  is  supposed  to  be  familiar  with  the  operations 
in  the  four  ground  rules,  which  are  fully  taught  both  in  the  First  Lessons  and  in  the 
School  Arithmetic. 

In  developing  the  properties  of  numbers,  from  their  elementary  to  their  highest  com¬ 
binations,  great  labor  has  been  bestowed  on  classification  and  arrangement.  It  has 
been  a  leading  object  to  present  the  entire  subject  of  arithmetic  as  forming  a  series  of 
dependent  and  connected  propositions;  so  that  the  pupil,  while  acquiring  useful  and 
practical  knowledge,  may  at  the  same  time  be  introduced  to  those  beautiful  methods  of 
exact  reasoning  which  science  alone  can  teach. 

Extract  of  a  Lett/r  from  the  Professors  ( Mahan ,  Bartlett ,  <$•  Church')  of  the  Mather 
matiral  Department  of  the  United  States  Military  Academy. 

In  the  distinctness  with  which  the  various  definitions  are  given — the  clear  and  strictly 
mathematical  demonstration  of  the  rules — the  convenient  form  and  well-chosen  miller 
of  the  tables,  as  well  as  in  the  complete  and  much-desired  application  of  all  to  the  busi¬ 
ness  of  the  country,  the  “  University  Arithmetic"’  of  Prof  Davies  is  superior  to  any  other 
Work  of  the  kind  with  which  we  are  acquainted. 

2.  Davies’  Practical  Geometry  and  Mensuration. 

In  this  work  all  the  truths  of  Geometry  are  made  accessible  to  the  general  reader,  by 
omitting  the  demonstrations  altogether,  and  relying  for  the  impression  of  each  particu¬ 
lar  truth  on  a  pointed  question  and  an  illustration  by  a  diagram.  In  this  way  it  is  be¬ 
lieved  that  all  the  important  properties  of  the  geometrical  figures  may  be  learned  in  a 
few  weeks ;  and  after  these  properties  have  been  once  applied,  the  rnind  receives  a 
conviction  of  their  truth  little  short  of  what  is  afforded  by  rigorous  demonstration. 

3.  Davies’  Elementary  Algebra. 

This  work  is  intended  to  form  a  connecting  link  between  A  rithmctic  and  Algebra,  and 
to  unite  and  blend,  as  far  as  possible,  the  reasoning  on  numbers  with  the  more  abstract 
method  of  analysis.  It  begins  with  an  introduction.,  in  which  the  subject  is  first  treated 
mentally,  in  order  to  accustom  the  mind  of  the  pupil  to  the  first  processes ;  after  which, 
the  system  of  instruction  assumes  a  practical  form.  Tee  definitions  and  rules  are  as 
concise  and  simple  as  they  can  be  made,  and  the  reasonings  are  as  clear  and  concise  a? 
the  nature  of  the  subject  will  admit.  The  strictest  scientific  methods  are  always  adopted, 
for  the  double  reason,  that  what  is  learned  should  be  learned  in  the  right  way,  and  be 
cause  the  scientific  methods  are  generally  the  most  simple. 

4.  Davies’  Elementary  Geometry. 

This  work  is  designed  for  those  whose  education  extends  beyond  the  acquisition  of 
facts  and  practical  knowledge,  but  who  have  not  the  time  to  go  through  a  full  course 
of  mathematical  studies.  It  is  intended  to  present  the  striking  and  important  truths  oi 
Geometry  in  a  form  more  simple  and  concise  than  is  adopted  in  Legendre,  and  yet  pre¬ 
serve  the  exactness  of  rigorous  reasoning.  In  this  system,  nothing  has  been  omitted  in 
the  chain  of  exact  reasoning,  nothing  has  been  taken  for  granted,  and  nothing  passed 
ever  without  being  fully  demonstrated.  The  work  also  contains  the  applications  oi 
Geometry  to  the  Mensuration  of  Surfaces  and  Solids. 

5.  Davies’  Elements  of  Surveying. 

in  this  work  it  was  the  intention  of  the  author  to  begin  with  the  very  elements  of  tne 
subject,  and  to  combine  those  elements  in  the  simplest  manner,  so  as  to  rendei  the 
Higher  branches  of  Plane  Surveying  comparatively  easy.  All  the  instruments  needed 
tor  plotting  have  been  carefully  described,  and  the  uses  of  those  required  for  the  meas¬ 
urement  of  angles  are  I  illy  explained. 


A.  S.  BARNES  &  COMPANY**}  PUB LX'ATI ONS. 


Davies'  System  of  Mathematics. 


THE  COLLEGIATE  COURSE. 

'Dio  series  of  works  here  presented,  form  a  full  and  complete  course  of  mathematical 
instruction,  beginning  with  the  first  combinations  of  arithmetic,  and  terminating  in  Iho 
higher  applications  of  the  Differential  Calculus.  Each  part  is  adapted  to  all  the  others. 
The  Definitions  and  Rules  in  the  Arithmetic,  have  reference  to  those  in  the  Elementary 
Algebra,  and  these  to  similar  ones  in  the  higher  books.  A  pupil,  therefore,  who  begins 
this  course  in  the  primary  school,  passes  into  the  academy,  and  then  into  the  college, 
tinker  the  very  same  system  of  scientific  instruction. 


1.  Davies*  Bourdon’s  Algebra. 

The  Treatise  on  Algebra  by  M.  Bourdon,  is  a  work  of  singular  excellence  and  merit. 
In  Era  nee  it  is  one  ef'  the  leading  text-books.  Shortly  after  its  first  publication  it  passed 
through  several  editions,  and  has  formed  the  basis  of  every  subsequent  work  on  the 
subject  of  Algebra. 

The  original  work  is,  however,  a  full  and  complete  treatise  on  the  subject  of  Algebra, 
the  later  editions  containing  about  eight  hundred  pages  octavo.  The  time  given  to  the 
study  of  Algebra  in  this  country,  even  in  those  seminaries  where  the  course  of  mathe¬ 
matics  is  the  fullest,  is  too  short  to  accomplish  so  voluminous  a  work,  and  hence  it  has 
been  found  necessary  either  to  modify  it,  or  to  abandon  it  altogether.  The  Algebra  of 
JVI.  Bourdon,  however,  has  been  regarded  only  as  a  standard  or  model,  and  it  would 
perhaps  not  be  just  to  regal’d  him  as  responsible  for  the  work  in  its  present  form. 

2.  Davies’  Legendre’s  Geometry,  etc. 

Legendre’s  Geometry  has  taken  the  place  of  Euclid,  to  a  great  extent,  both  in  Europe 
and  in  this  country.  In  the  original  work  the  propositions  are  not  enunciated  in  gene¬ 
ra!  terms,  but  with  reference  to,  and  by  the  aid  of,  the  particular  diagrams  used  for  the 
demonstrations.  It  was  supposed  that  this  departure  from  the  method  of  Euclid  had 
been  generally  regretted,  and  among  the  many  alterations  made  in  the  original  work,  to 
'  adapt  it  to  the  systems  of  instruction  in  this  country,  that  of  enunciating  the  propositions 
in  general  terms  should  be  particularly  named ;  and  this  change  has  met  with  universal 
acceptance. 

3.  Davies’  Analytical  Geometry. 

This  work  embraces  the  investigation  of  the-  properties  of  geometrical  figures  by 
means  of  analysis.  It  commences  with  the  elementary  principles  of  the  science,  dis¬ 
cusses  the  Equation  of  the  Straight  Line  and  Circle — the  Properties  of  the  Conic  Sec¬ 
tions — the  Equation  of  the  Plane— the  Positions  of  Lines  in  Space,  and  the  Properties 
of  Surfaces. 

4.  Davies’  Descriptive  Geometry. 

Descriptive  Geometry  is  intimately  connected  with  Architecture  and  Civil  Engineer¬ 
ing,  and  affords  great  facilities  in  all  the  operations  of  Construction. 

As  a  mental  discipline,  the  study  of  it  holds  the  fust  place  among  the  various 
branches  of  Mathematics. 

5.  Davies’  Shades,  Shadows,  and  Perspective. 

This  work  embraces  the  various  applications  of  Descriptive  Geometry  to  Drawing 
and  Linear  Perspective. 

G.  Davies’  Differential  and  Integral  Calculus. 

This  treatise  on  the  Differential  and  Integral  Calculus,  was  intended  to  supply  tha 
Ir  jher  seminaries  of  learning  with  a  text-book  on  that  branch  of  science.  It  is  a  work 
a-h-r  the  French  methods  of  teaching,  and  in  which  the  notation  of  the  French  school 
id  ado  u ted. 

e 


A.  S.  BARNES  &  COMPANY’S  PUBLICATIONS. 

McIntyre's  Astronomy  and  Study  of  the  Globes. 


A  NEW  TREATISE  ON 

ASTRONOMY  AND  THE  USE  OF  THE  GLOBES. 

Containing  Definitions,  Motions  and  Positions  of  the  Sun,  Moon,  and  Plan- 
ets  ;  Kepler’s  Laws,  and  the  Theory  of  Gravitation  ;  Gravitation ;  Refrac¬ 
tion  ;  Twilight  and  Parallax ;  Connections,  Periods,  Distances,  Phenomena 
and  Magnitudes  of  the  Heavenly  Bodies,  composing  the  Solar  System, 
etc. ;  Also,  an  extensive  collection  of  the  most  useful  Problems  on  the 
Globes  ;  illustrated  by  a  suitable  variety  of  examples. 

BY  JAMES  m’iNTYRE,  M.  It., 

PROFESSOR  OF  MATHEMATICS  AND  ASTRONOMY  IN  THE  CENTRAL  HIGH  SCHOOL  OF 

BALTIMORE. 


“This  is  a  very  complete  and  valuable  elementary  treatise,  and  the  best  astronomi¬ 
cal  work  for  the  use  of  schools  that  we  remember  to  have  seen.  While  the  informa¬ 
tion  is  in  a  very  condensed  form,  simplicity  is  not  sacrificed  to  brevity.” — Boston  Tran¬ 
script. 


“  Astronomy  is  one  of  the  most  pleasing  studies  that  can  engnge  the  attention  of 
youth.  It  elevates  the  mind  above  the  poor,  mean,  transitory  things  of  this  earth,  to 
the  contemplation  of  pure,  holy  heavenly  objects.  Although  many'  books  have  been 
written,  intended  to  impart  a  knowledge  of  this  sublime  study  to  the  rising  gener  lion, 
yet  we  have  never  come  across  anything  that  pleased  us  half  so  well  as  the  volume 
before  us.  Dr.  McIntyre’s  arrangement  and  analysis  of  the  subject  is  admirable,  and 
is  peculiarly  adapted  for  schools.  Me  has  prepared  a  great  number  of  problems  and 
gives  examples,  which  the  learner  cannot  fail  to  understand.  We  cordially  recommend 
the  volume  to  the  attention  of  teachers  and  school  directors,  believing  that  it  is  supe¬ 
rior  to  any  other  book  now  in  use.” — Pittsburgh  Post. 


Extract  of  a  Letter  from  the  Baltimore  Public  School  Teachers. 


Baltimore,  February,  1850. 

Respected  Sir: — We  have  carefully  examined  McIntyre’s  “New  Treatise  on  Astron¬ 
omy  and  the  Use  of  the  Globes,”  and  we  are  fully  persuaded  that  no  work  on  these  sub¬ 
jects  that  has  hitherto  come  under  our  notice,  will  compare  with  it  in  its  adaptation  to 
general  use  in  our  schools.  We  are  much  pleased  to  learn  that  the  Board  of  (School 
Commissioners  have  resolved  to  introduce  it  as  a  ‘  standard  text-book’ in  the  Public 
High  Schools  of  this  city.  Such  resolve  on  the  part  of  l lie  Commissioners  evinces 
their  correct  discrimination  of  what  is  really  useful,  and  that  they  can  rightly  appre¬ 
ciate  the  merits  of  a  work,  and  in  the  production  of  which  you  have  unquestionably 
expended  much  labor  and  research,  and  at  the  same  time  shown  a  critical  know  ledge 
of  the  principles  of  the  science. 

M.  CONNOLLY,  Principal  Male  Public  School,  No  1. 


WM.  KERR, 

R.  CONNOLLY. 

F.  L.  CRAMMER, 
T.  11.  ROBINSON, 


“  3. 

“  4. 


WM.  R.  CHEERY, 
HIRAM  JOHNSON.  “ 
JAMES  HARSH  AW,  “ 
JOHN  C.  LOGUE, 
JAMES  JOHNSON,  “ 


ii  it 

it  it 

l.(  li 

It  (t 

li  li 


“  6. 
“  8. 
“  9. 
“  10. 
“  11. 


“  Owego,  N.  Y.,  March  23,  1850. 

I  have  examined  with  some  care  the  copy  of  McIntyre’s  Astronomy  you  so  kindly 
tent  me.  I  am  much  pleased  with  it,  and  think  that  such  a  work,  upon  the  ii.ierest- 
ing  science  of  which  it  treats,  is  much  needed  in  our  Academies  and  High  Schools.  I 
suppose  the  book  is  not  intended  so  much  to  give  the  pupil  the  names  and  localities  of 
the  several  constellations,  as  to  teach  physical?  mathematical,  and  practical  astronomy. 
The  mathematical  demonstrations  of  the  principles  of  astronomy  have  not  generally 
found  a  place  in  our  school  books  on  that  science,  and  1  have  long  felt  that  that  part 
of  astronomy  has  been  much  neglected.  1  am  glad  to  see  that  place  filled  by  the  work 
If  Prof.  McIntyre.”  C11AS.  R.  COBQllN,  Principal  of  Academy. 


A.  a.  BARNES  &  COMPANY’S  PUBLICATIONS. 


Chambers’  Educational  Course. 


I.  CHAMBERS’ TREASURY  OF  KNOWLEDGE. 

Part  T.  Embraces  Elementary  Lessons  in  Common  Things — or  tilings  which  lie  mod 
immediately  around  us,  and  first  attract  the  attention  of  the  young  mind. 

Part  II.  Embraces  Practical  Lessons  on  Common  Objects — such  as  articles  or  objects 
from  the  Mineral,  Vegetable,  and  Animal  Kingdoms,  manufactured  articles,  miscella¬ 
neous  substances  and  objects,  &c. 

Part  III.  Embraces  Introduction  to  the  Sciences.  This  presents  a  systematic  view  of 
nature,  under  the  various  sciences.  "Care  is  taken  that  the  information  given  should 
not  be  a  superficial  view  of  a  few  unconnected  phenomena,  but  a  chain  of  principles 
calculated,  in  combination,  to  impress  a  distinct  and  comprehensive  idea  on  tho 
mind  cf  a  very  young  child. 

This  volume  is  designed  for  an  early  reading  book,  that  the  scholar  may  be 
exercised  in  reading,  and  at  the  same  time  acquire  knowledge  of  such  sub¬ 
jects  as  his  capacity  will  enable  him  to  understand.  It  contains  much  useful 
information  upon  common  objects  of  life. 


“The  American  editor,  in  bringing  the  above  excellent  reading  book  in  its  present 
enlarged  and  improved  shape  before  the  American  public,  has  done  great  service,  in  our 
opinion,  to  the  cause  of  education.  He  has,  in  fact,  rendered  it  one  of  those  rare  school 
readers,  which,  while  affording  rational  amusement  to  the  youthful  mind,  is,  at  the  same 
time,  calculated  to  excite  its  thinking  and  reasoning  powers,  thereby  accomplishing  the 
grand  object  of  intellectual  education,  which  is  nothing  more,  as  the  poet  has  tersely 
told  us,  than  teaching  the  ‘young  idea  how  to  shoot.’” — Rahway  Register. 


“Tli is  volume  is  very  happily  adapted  to  the  capacities  of  children,  as  soon  as  they 
can  read  with  facility,  and  designed  to  present  some  new  truth  in  nature  or  art  to  their 
opening  minds,  exemplified  with  beautiful  illustrations  drawn  from  familiar  objects.” — 
Christian  Observer. 


“All  that  the  title-page  promises,  the  book  contains.  It  is  indeed  a  treasury,  full  of 
knowledge  for  the  information  of  the  young.” — Richmond  Christian  Advocate. 


“The  intention  of  the  writers  was  to  furnish  a  reading  book  for  children,  which  might 
be  used  at  an  early  period,  and  at  the  same  time  furnish  a  vast  amount  of  knowledge. 
In  this  they  have  admirably  succeeded.  The  volume  contains  a  simple  survey  of  the 
mineral,  vegetable,  and  animal  kingdoms,  and  an  introduction  to  the  sciences.  We 
commend  it  to  families  who  are  seeking  elementary  works  for  their  children.” — West¬ 
ern  Christian  Advocate. 

!!.  ELEMENTS  OF  DRAWING  AND  PERSPECTIVE.  (By  John  Clark .) 

Part  I.  Embraces  Exercises,  fur  the  Slate. 

Part  II.  Embraces  the  Principles  of  Drawing  and  Perspective. 

With  but  very  few  exceptions,  children  are  fond  of  making  efforts  in  Drawing.  Furnished 
with  a  black-lead  pencil  and  sheet  of  paper,  or  slaie  and  pencil,  they  are  delighted  to 
scribble  whatever  their  fancy  suggests.  Followed  up  methodically  by  the  teacher, 
their  infant  aspirations  may  lead  to  the  development  of  much  valuable  talent.  TP  ia 
volume  is  on  a  new  branch  introduced  into  the  common  studies  in  the  pursuit  01 
knowledge.  It  contains  diagrams  and  illustrations,  exhibiting  the  style  and  manner 
of  drawing,  from  the  first  rudiments  of  outline  to  the  finished  sketches  of  landscape 
and  scenery.  This  is  a  useful  branch  of  education,  heretofore  studied  but  little,  bu 
which  will  be  better  appreciated  as  more  understood. 

111.  CHAMBERS’  ELEMENTS  OF  NATURAL  PHILOSOPHY. 

Part  I.  Embraces  Laws  of  Matter  and  Motion.  Part  II.  Embraces  Mechanics. 
Part  III.  Embraces  Hydrostatics ,  Hydraulics ,  and  Pneumatics. 

In  the  treatment  of  the  several  subjects,  great  care  has  been  taken  to  render  tbs 
language  simple  and  intelligible,  illustrated  by  wood  engravings. 


K 


A.  5.  BARNES  &.  COMPANY'S  PUBLICATIONS. 


Oft  amber  s'  Educational  Course. 


IV.  REID  Sc  BAIN’S  CHEMISTRY  AND  ELECTRICITY. 

P  art  I.  Embraces  Illustrations ,  and  Experiments  of  the  Chemical  Phenomena  of  Dail) 
Life.  By  D.  B.  Reid,  M.  D.,  F.  R.  S.  E. 

Part  II.  Embraces  Electricity ,  (statical  and  current.)  By  Alexander  Bain,  the  origi¬ 
nal  iuventor  of  Electric  and  Telegraphic  clocks. 

This  work  is  designed  to  facilitate  the  introduction  of  Chemistry  as  an  elemenkiry 
branch  of  education  in  schools.  Illustrated  by  engravings. 


“  We  have  met  with  no  works  of  the  same  character,  which  present  the  facts  pertain¬ 
ing  to  these  interesting  sciences  in  a  style  so  simple  and  attractive,  so  well  adapted  for 
use  in  schools,  and  for  the  wants  of  those  who  have  not  the  time  to  spare  for  the  perusal 
and  study  of  more  elaborate  treatises.” — Maine  Common  School  Journal, 


“A  knowledge  of  chemistry  has  become  almost  indispensable  to  a  successful  prosecu¬ 
tion  of  most  of  the  avocations  of  society.  As  far  as  possible,  therefore,  should  it  be¬ 
come  one  of  the  studies  of  the  schools.  For  that  purpose,  this  treatise  appeal’s  to  be  as 
well  adapted,  to  say  the  least,  as  any  text-book  that  has  yet  been  prepared.  It  has  the 
advantage,  which  is  no  trifle,  of  all  the  recent  discoveries  and  improvements  in  the 
science ;  and  through  the  whole  there  is  a  constant  illustration  of  the  text  by  neat  and 
appropriate  engravings.  It  should  receive,  as  it  deserves,  attention  from  teachers  and 
others  charged  with  the  superintendence  of  education.” — fVorcester  Palladium. 


“  The  above  work  constitutes  No.  IV.  of  Chambers’  Educational  Course,  and  is  her* 
presented  in  a  suitable  shape  for  the  use, of  schools.  The  kindred  phenomena  of  elec¬ 
tricity  and  chemistry  are  illustrated,  and  clear  as  sunlight,  to  those  who  will  study  the 
book — which  is  not  only  convenient,  as  to  size  and  arrangement,  but  is  ornamented 
with  a  large  number  of  the  most  ingenious  wood-cuts.” — Chillicothe  Gazette. 


“Chemistry  is  one  of  the  most  profitable  studies,  because  it  bears  directly  upon  our 
interests  in  almost  every  pursuit  in  life.  We  have  reviewed  this  excellent  work  for 
schools,  and  we  are  gratified  to  say  that  it  is  one  of  the  latest  and  best  improvements 
we  have  seen.  In  truth,  it  may  afford  valuable  information  to  many  whose  school-days 
are  past.” — Mississippian. 


“The  appearance  of  this  work  in  Chambers’  admirable  Educational  Series,  and 
Dr.  Reese’s  imprimatur  as  editor,  will  probably  be  taken  in  lieu  of  any  commendation 
our  brief  acquaintance  with  it  could  furnish.  Its  arrangement  strikes  us  as  very  clear 
and  scientific;  its  illustrations  are  full ;  and  though  the  work  is  brief,  and  designed  to  be 
only  elementary,  it  is  yet  comprehensive  and  able.” — JY.  Y.  Evangelist. 


“  It  treats  of  the  subject  in  a  plain  and  common-sense  manner,  suited  to  the  com¬ 
prehension  of  the  young,  and  adapted  to  the  wants  of  the  student  who  plods  his  way 
up  the  hill  of  science  unaided  by  the  living  teacher.” —  Western  Citizen. 


“  The  first  part  of  this  work  appears,  from  the  examination  we  have  given  it,  to  be 
less  encumbered  with  the  mere  mention  of  chemical  compounds  that  are  rarely  seen, 
and  more  devoted  to  matters  of  primary  and  practical  interest  to  the  tyro  in  Chemistry, 
than  some  of  the  American  treatises  that  are  extensively  in  vogue.  It  will  be  found 
also  to  furnish  directions  to  the  student  for  performing  experiments;  and  one  good 
experiment,  thoroughly  wrought  out  by  the  student,  is  worth  more  than  the  perusal 
Of  a  whole  volume  without  it. 

“Part  11.,  on  Electricity,  is  more  full  than  usual  for  the  subordinate  place  that  this 
branch  of  Natural  Philosophy  is  made  to  take  in  the  midst  of  a  treatise  on  Chemisiry. 
It  will  enable  the  student  to  understand  a  science  to  which  mankind  are  indebted,  at 
the  present  day,  fcr  what  we  conceive  to  be  the  most  remarkable  and  important  inven¬ 
tion  of  the  age,  viz.  the  Electro-Magnetic  Telegraph  ;  and  no  one  can  fail  to  perceive 
the  superiority  of  the  invention  by  our  distinguished  countryman  over  those  that  have 
had  their  origin  abroad.  Tc  those  who  are  desirous  to  find  a  good  text-book  for  classes 
In  our  common  schools  and  academies,  we  think  we  may  safely  recommend  tliis.”- 
Horne  Sentinel 

h 


A,  S.  BARNES  &  COMPANY’S  PUBLICATIONS. 


Chamber  s'  Educational  Course. 


V.  HAMILTON’S  VEGETABLE  AND  ANIMAL  PHYSIOLOGY. 

Part  I.  Embraces  the  General  Structure  and  Functions  of  Plants. 

Part  II.  Embraces  the  Organizat  ion  of  Animals. 

The  object-  of  this  work  is  to  unite  Vegetable  and  Animal  Physiology,  and  bring  both 
systems  under  one  head,  as  properly  connected  and  adapted  to  the  mind  ol’  the 
student. 


“ Tii is  is  the  best  treatise  adapted  to  educational  purposes,  which  we  have  soon 
upon  that  subject.  We  cordially  commend  it  to  the  special  attention  of  parents  and 
school  committees.” — Teacher’s  Advocate 


“This  should  be  made  a  branch  of  common-school  education,  in  order  that  the  laws 
of  health  may  be  universally  understood.” — Vermont  Chronicle. 


VI.  CHAMBERS’  ELEMENTS  OF  ZOOLOGY.  (Illustrated.) 

Presenting  a  complete  view  of  the  Animal  Kingdom  as  a  portion  of  external  nature. 
As  the  composition  of  one  of  the  most  eminent  physiologists  of  our  age,  it  possesses 
an  authority  not  attributable  to  such  treatises  in  general. 


“This  is  a  treasure  for  the  poor  man’s  home,  and  the  hope  is  not  unfounded,  that 
many  a  poor  man’s  son  may,  from  the  pleasure  derived  from  its  perusal,  be  induced  to 
cultivate  a  taste  for  the  study  of  nature  and  her  laws.  We  admire  all  the  works  pub¬ 
lished  by  the  Chambers,  and  seize  them  like  the  hand  of  a  tried  friend.  There  seems 
to  be  a  desire  to  do  gooa  as  well  as  sell  the  book,  exhibited  on  every  page.  The 

firesent,  in  some  500  pages,  gives  a  rapid  but  scientific  view  of  the  animal  kingdom, 
t  is  admirably  adapted  for  schools  and  as  a  reading  book  for  young  naturalists.  We 
should  judge  its  perusal  by  general  readers  an  almost  necessary  preparation  to  that  of 
a  popular  treatise  on  geology.”—  Literary  World. 


VII.  ELEMENTS  OF  GEOLOGY.  (By  David  Page.) 

The  subject  is  here  presented  in  its  two  aspects  of  interesting  and  important.  Inter¬ 
esting,  inasmuch  as  it  exhibits  the  progressive  conditions  of  the  earth  from  the 
remotest  periods,  and  reveals  the  character  of  the  plants  and  animals  which  have 
successively  adorned  and  peopled  its  surface ;  and  important,  as  it  determines  the 
position  of  those  metals  and  minerals  upon  which  the  arts  and  manufactures  so 
intimately  depend. 


“This  is  the  most  explicit  and  concise  work  on  the  above  subject  with  which  we  are 
acquainted.  In  style  it  is  simple  and  interesting,  and  may  be  readily  understood  by 
persons  unacquainted  with  the  science.  It  is  admirably  adapted  as  a  text-book  for 
those  who  wish  to  obtain  a  knowledge  of  Geology  by  studying  nature.  Appended,  is  a 
brief  geological  description  of  each  country  in  the  world.” —  Young  Student. 


“Jn  this  volume,  facts  and  suppositions  are  given  with  clear  method;  concisely,  and 
yet  \yith  sufficient  distinctness  to  be  easily  mastered  by  the  pupil  or  the  general  reader. 
Numerous  engravings  throw  much  light  upon  the  text;  and  help,  not  only  to  form,  but 
to  fix  impressions.  It  is  well  adapted  for  use  in  high-schools  ;  and  numerous  questions 
facilitate  the  learner’s  progress.” —  Worcester  Palladium. 


“Thiswoik  gives  an  outline  of  the  science  in  a  very  small  compass.  It  is  lucid, 
comprehensive,  attractive,  and  admirably  arranged  as  a  text-book  for  the  use  of  acad¬ 
emies  and  colleges.” — H.  S.  Thrall ,  Professor  of  Chemistry  and  the  Physical  Sciences, 
Kenya  i  CoUto-e,  Ohio. 


1 


A.  S.* BARNES  «&  COMPANv’s  PUBLICATIONS. 


Par  k  e  r  's  Natural  1 3  h  i  l  o  s  op  h  y  . 

NATURAL  AND  EXPERIMENTAL  PHILOSOPHY, 

FOR  SCHOOLS  AND  ACADEMIES. 

BY  ft.  G.  PAftKER,  A.  M., 

Author  of  M  Rhetorical  Reader “ Exercises  in  English  Composition “  Outlines 

of  History ,”  etc.,  etc. 

I.  PARKER'S  JUVENILE  PHILOSOPHY. 

II.  PARKER'S  FIRST  LESSONS  IN  NATURAL  PHILOSOPHY. 

III.  PARKER’S  SCHOOL  COMPENDIUM  OF  PHILOSOPHY. 

The  use  of  school  apparatus  for  illustrating  and  exemplifying  the  principles  of  Natural 
and  Experimental  Philosophy,  has,  within  the  last  few  years,  become  so  genera!  as 
to  render  necessary  a  work  which  should  combine,  in  the  same  course  of  instruction, 
the  theory,  with  a  full  description  of  the  apparatus  necessary  for  illustration  and 
experiment.  The  work  of  Professor  Parker,  it  is  confidently  believed,  fully  meets  that 
requirement.  It  is  also  very  full  in  the  general  facts  which  it  presents — clear  and 
concise  in  its  style — and  entirely  scientific  and  natural  in  its  arrangement. 


“  This  work  is  better  adapted  to  the  present  state  of  natural  science  than  any  other 
similar  production  with  which  we  are  acquainted.” — Wayne  Co.  Whig. 

“  This  is  a  school-book  of  no  mean  pretensions  and  no  ordinary  value.” — Albany 
Spectator. 

“  We  predict  f*r  this  valuable  and  beautifully-printed  work  the  utmost  success.” — 
Newark  Daily  Advertiser. 

“  The  present  volume  strikes  us  as  having  very  marked  merit.” — N.  Y.  Courier. 

“It  seems  to  me  to  have  hit  a  happy  medium  between  the  too  simple  and  the  two 
abstract.” — B.  A.  Smith ,  Principal  of  Leicester  Academy ,  Muss. 

“  I  have  no  hesitation  in  saying  that  Parker’s  Natural  Philosophy  is  the  most  valuable 
elementary  work  l  have  seen.” — Gilbert  Langdon  Htrae,  Prof.  Nat.  Phil.  N.  Y.  City. 

“Iam  happy  to  say  that  Parker’s  Philosophy  will  be  introduced  and  adopted  in 
1  Victoria  College,’  at  the  commencement  of  the  next  collegiate  year  in  autumn  ;  and  l 
hope  that  will  be  but  the  commencement  of  the  use  of  so  valuable  an  elementary  work 
in  our  schools  in  this  country.  The  small  work  of  Parker’s  (Parker’s  First  Lessons)  was 
introduced  the  last  term  in  a  primary  class  of  the  institution  referred  to,  and  that  with 
great  success.  1  intend  to  recommend  its  use  shortly  into  the  model  school  in  this  city, 
and  the  larger  work  to  the  students  of  the  provincial  Normal  School.”— E.  Ryerson , 
Superintendent  of  Public  Instruction  of  Upper  Canada. 

“  I  have  examined  Parker’s  First  Lessons  and  Compendium  of  Natural  and  Experi¬ 
mental  Philosophy,  and  am  much  pleased  with  them.  I  have  long  felt  dissatisfaction 
with  the  Text-Books  on  this  subject  most  in  use  in  this  section,  and  am  happy  now  to 
find  books  that  I  can  recommend.  I  shall  introduce  them  immediately  into  my  school.” 
Hiram  Orcutt ,  Principal  of  Thctford  Academy ,  Vermont. 

“  I  have  no  hesitation  in  pronouncing  it  the  best  work  on  the  subject  now  published. 
We  shall  use  it  here,  and  1  have  already  secured  its  adoption  in  some  of  the  high- 
scbools  and  academies  in  our  vicinity.” — M.  D.  Leggett ,  Sup.  of  Warren  Public  Schools. 

“We  are  glad  to  see  this  little  work  on  natural  philosophy,  because  the  amount  of 
valuable  information  under  all  these  heads,  to  be  gained  from  it  by  any  little  boy  or 
girl,  is  inestimable.  It  puts  them,  too.  upon  the  right  track  after  knowledge,  and  pre¬ 
vents  their  minds  from  being  weakened  and  wasted  by  the  sickiy  sentimentality  of 
tales,  novels,  and  poetry,  which  will  always  occupy  the  attention  of  the  mind  when 
sco'hing  more  useful  has  taken  possession  of  it.” — Mississippia7i. 


A.  S.  BARNES  &  COMPANY  S  PUBLICATIONS. 


Gillespie's  Manual  of  Road- Making. 


GILLESPIE  ON  ROADS  AND  RAILROADS. 

A  MANUAL  OF  ROAD-MAKING. 

Comprising  the  principles  and  practice  of  the  Location,  Construction  and 
Improvement  of  Roads,  (common,  macadam,  paved,  plank,  &c..)  and 
Railroads.  By  W.  M.  Gillespie,  A.M.,  Professor  of  Civil  Engineering  in 
Union  College.  Price  Si. 50. 


“I  have  very  carefully  looked  over  Professor  Gillespie’s  Manual  of  Road-Making.  It 
is,  in  all  respects,  the  best  work  on  this  subject  with  which  1  am  acquainted;  being, 
from  its  arrangement,  comprehensiveness,  and  clearness,  equally  adapted  to  the  wants  of 
Students  of  Civil  Engineering,  and  the  purposes  of  persons  in  any  way  engaged  in  the 
construction  or  supervision  of  roads.  The  appearance  of  such  a  work,  twenty  years 
earlier,  would  have  been  a  truly  national  benefit,  and  it  is  to  be  hoped  that  its  introduc¬ 
tion  into  our  seminaries  may  be  so  general  as  to  make  a  knowledge  of  the  principles 
and  practice  of  this  branch  of  engineering,  as  popular  as  is  its  importance  to  all  classes 
of  the  community.” — Professor  Mahan,  of  the  Military  Academy. 


“This  work  contains  in  a  condensed  form,  all  the  principles,  both  ancient  and  modem, 
of  this  most  important  art;  and  almost  every  thing  useful  in  the  great  mass  of  writers 

on  this  subject . Such  a  work  as  thi-Tperiorms  a  great  service  for  those  who  are 

destined  to  construct  roads— by  showing  not  only  what  ought  to  he  done,  but  what 
ought  not  to  be  done;  thus  saving  immense  outlay  of  money,  and  loss  of  time  in 

experiments . The  committee,  therefore,  recommend  it  to  the  public.” — Report  of 

a  Committee  of  the  American  Institute. 


“The  views  of  the  author  are  sound  and  practical,  and  should  be  read  by  the  people 

throughout  the  entire  length  and  breadth  of  the  land . We  recommend  this 

Manual  to  the  perusal  of  every  tax-payer  for  road-making,  and  to  the  young  men  of  the 
country,  as  they  will  find  useful  information  in  relation  to  each  department  of  road- 
making,  which  will  surely  be  useful  to  them  in  atler-lile.” — American  Railroad  Journal. 


“If  the  well-established  principles  of  Road-Making,  which  are  so  plainly  set  forth  in 
Prof.  Gillespie’s  valuable  work,  and  so  well  illustrated,  could  be  once  put  into  general 
use  in  this  country,  every  traveller  would  bear  testimony  to  the  fact  that  the  author  is 
n  ureat  public  benefactor.” — Silliman's  American  Journal  of  Science. 


“This  small  volume  contains  much  valuable  matter,  derived  from  (he  best  authorities, 
and  set  forth  in  a  clear  and  simple  style.  For  the  want  of  information  which  is  con¬ 
tained  in  this  Manual,  serious  mistakes  are  frequently  made,  and  roads  are  badly  located 
and  badly  constructed  by  persons  ignorant  of  the  true  principles  which  ought  to  gov 
era  in  such  cases.” — Journal  of  the  Franklin  Institute. 


“It  would  astonish  many  ‘path-masters’  to  see  how  much  they  don’t  know  with  re¬ 
gard  to  the  very  business  they  have  considered  themselves  such  adepts  in.  Yet  all  is 
bo  simple,  so  lucid,  so  straightforward,  so  manifestly  true,  that  the  most  ordinary  and 
least  instructed  mind  cannot  fail  to  profit  by  it.  We  trust  this  useful  and  excellent  vol¬ 
ume  may  find  its  way  into  every  village  library  if  not  into  every  school  library,  as  well 
as  into  the  hands  of  every  man  interested  in  road-making.” — j Yew  York  Tribune 


“This  elaborate  and  admirable  work  combines  in  a  systematic  and  symmetrical  form 
the  results  of  an  engineering  experience  in  all  parts  of  the  Union,  and  of  an  exuuina 
tion  of  the  great  roads  of  Europe,  with  a  careful  digestion  of  all  accessible  authorities. 
The  six  chapters  into  which  it  is  divided  comprehend  a  methodical  treatise  upon  every 
part  of  the  whole  subject;  showing  what  roads  ought  to  be  in  the  vital  points  of  di- 
ivetion,  slope,  shape,  surface,  and  cost,  and  giving  methods  of  performing  all  the 
necessary  measurements  of  distances,  directions,  and  hoi  edits,  without  the  use  of  any 
instruments  but  sucli  as  any  nr'dianic  can  make,  and  an/  iarmer  can  use.”-  Newark 
Daily  Advertiser. 


A.  S.  BARNES  &  COMPANY  S  PUBLIC  AT  ONS. 


Fulton  d'  Eastman's  Book  keeping. 


A  PRACTICAL  SYSTEM  OF  BOOK-KEEPING. 

BY  LEVI  S.  FULTON  &  G.  W.  EASTMAN. 

Containing  three  distinct  forms  of  Books,  adapted  for  the  Farmer,  Mechanic, 
and  Merchant— to  which  is  added  a  variety  of  useful  forms  for  practical 
use  viz.:  Notes,  Bills,  Drafts,  Receipts,  &c.,  &c.  Also  a  Compendium  of 
Ru.es  of  Evidence  applicable  to  Books  of  Account,  and  of  Law  in  reference 
to  the  Collection  of  Promissory  Notes,  &c. 


BOOK-KEEPING  BLANKS.  (Two  Nos.  in  a  set.) 

Jldaptcd  to  Fulton  Sr  Eastman's  Book-keeping. 

The  use  of  these  Blank  Books  will  be  found  very  important  in  familiarizing  the  scholar 
with  the  forms  requisite  to  the  keeping  of  accouuts  according  to  Fulton  &  Eastman’s 
system. 


“I  have  examined  with  much  satisfaction  Fulton  &  Eastman’s  System  of  Book- 
Keeping,  ar.d  take  pleasure  in  recommending  its  adoption  to  my  immediate  friends  and 
others.  It  is  simple  and  easily  reduced  to  practice,  and  possesses  a  peculiar  adaptation 
to  the  wants  of  the  community  for  which  it  is  designed.  The  plan  for  Merchants’ 
Books,  which  I  examined  more  critically  than  osher  portions  of  the  work,  is  very  neat, 
compact,  and  economical,  and  must  ensure  a  great  degree  of  accuracy  in  keeping  ac¬ 
counts.” — Elijah  Bottom ,  Book-keeper  for  John  M.  French,  i$-  Co.,  Rochester ,  JV.  Y. 


“  l  have  examined  Messrs.  Fulton  &.  Eastman’s  ‘  Practical  System  of  Book-Keeping,’ 
and  am  pleased  with  the  work.  As  a  branch  of  Education,  Book-Keeping  is  well 
deserving  a  high  estimation;  and,  1  will  add,  there  is  none  of  equal  importance  and 
utility  more  generally  neglected,  particularly  in  our  public  schools.  The  work  is  plain, 
simple,  and  comprehensive,  and  well  adapted  to  meet  the  wants  of  the  business  com¬ 
munity.  In  many  respects  1  deem  it  superior  to  any  other  work  of  the  kind  with 
which  I  am  acquainted.  1  shall  recommend  it  to  the  schools  under  my  charge.” — 
John  T.  Mackenzie ,  Town  Superintendent. 


“Fulton  &  Eastman’s  Book-Keepino. — We  had  supposed  that,  in  the  multiplicity 
of  works  on  Book-Keeping,  hardly  any  thing  valuable  remained  to  be  suggested  by 
later  authors,  should  any  such  present  themselves.  But  we  have  been  convinced  ol 
our  short-sightedness  in  examining  the  work  with  the  above  title,  now  before  us.  The 
work  is  principally  designed  for  schools— for  common  schools — but  should  be  in  the 
hands  of  every  Farmer,  Mechanic,  and  Merchant  in  the  land.  It  opens  with  a  system 
of  account-keeping  for  farmers,  followed  by  one  ft  r  mechanics,  and  this,  in  turn,  by  an 
admirable  and  comprehensive  system  of  merean  lie  Book-keeping,  which,  for  its  sim¬ 
plicity,  and  time  and  labor  saving  properties,  possesses  advantages  over  all  other 
systems  with  which  we  are  acquainted.” — IV ay  c  Co.  Whig. 


‘‘We  are  very  much  pleased  with  the  design  and  execution  of  this  work.  It  is  ex¬ 
ceedingly  practical;  being  by  single  entry,  containing  three  different  forms  of  books, 
for  the  Farmer,  the  Merchant,  and  Mechanic.  To  these  are  added  notes,  bills,  drafts, 
receipts,  and  a  compendium  of  rules  of  evidence  applicable  to  books  of  account,  and 
of  law  in  reference  to  the  collection  of  promissory  notes.  A  work  of  such  a  character, 
and  of  so  much  practical  value,  speaks  for  itself,  and  stands  in  need  of  no  commenda¬ 
tion  from  us  to  ensure  it  a  lai'ge  sale  among  all  classes.” — Albamj  Spectator. 


“I  should  think  it  admirably  adapted  as  a  Text-Book  for  schools,  and  the  study  of  it 
of  much  greater  importance  than  it  has  hitherto  been  considered.  I  hardly  know 
whether  the  Book  is  of  more  importance  to  scholars  in  school,  or  to  Farmers,  Mechan¬ 
ics.  or  business  men.  The  system,  to  which  is  added  a  variety  of  useful  ‘Forms,’ 
which  most  business  men  have  occasion  to  use  more  or  less,  is  certainly  well  worth 
the  price  of  the  Book,  to  any  man  transacting  business  to  the  amount  of  twenty-tiva 
t'ilars  a  year.” — E.  L.  Jones ,  Book-keeper ,  Michigan. 

t 


A.  S.  BARNES  &  COMPANY S  PUBLICATIONS. 


Fu  It  on  db  Fa  s  tin  an’ s  Penmanship. 

A. 


FULTON  &  EASTM  AN?S  PENMANSHIP. 

Illustidted  and  expeditiously  taught  by  the  Use  of  a  Series  of  Chirographie 
Charts,  a  Key,  and  a  set  of  School  Writing-Books,  appropriately  ruled. 

1.  Chirographic  Charts, 

IN  TWO  NUMBERS.  (Price  $5.) 

/Hart  No.  I.  Embraces  Primary  Exercises ,  and  Elementary  Principles  in  Writing, 
y ii art  No.  II.  Embraces  Elementary  Principles  for  Capitals  Combined,  a, nd  Elementary 
Principles  for  Small  Letters  Combined. 

2.  Key  to  Chirographic  Charts; 

Containing  directions  for  the  position  at  the  desk,  and  manner  of  holding  the  pen. — Also 
for  the  exact  forms  and  proportions  of  letters,  with  Rules  for  their  execution.  (Price 
25  cents.) 

3.  School  Writing-Books, 

in  four  numbers.  (Price  12£  cents  each.) 


“The  undersigned,  trustees  of  the  Union  District  School  of  the  town  of  Lyons,  take 
this  method  of  expressing  their  approval  of  ‘  Fulton’s  Principles  of  Penmanship.’ 
They  have  seen  the  system  in  operation,  during  the  past  year,  in  the  school  with  which 
they  are  connected,  and  are  fully  satisfied  of  its  great  superiority  over  all  other  systems 
heretofore  used.  The  ‘Chirographic  Charts,’  upon  which  are  drawn  in  large  size  the 
d  iff  Tent  letters  and  parts  of  the  letters  of  the  alphabet,  proportioned  in  accordance 
with  the  rules  laid  down  by  the  author  for  the  formation  of  each  letter,  and  which, 
when  suspended,  can  be  seen  from  all  parts  of  a  school-room  of  ordinary  size,  they 
regard  as  an  especial  improvement  upon,  and  advantage  over,  other  modes  of  teaching 
this  art.” — From  the  Trustees  of  the  Union  School,  Lyons ,  JY.  Y. 


“  Mr.  Fulton’s  system  I  deem  to  be  the  best  I  ever  saw,  and  I  have  no  hesitation  in 
recommending  it.  There  is  an  exactness  about  Mr.  F.’s  method  of  teaching  this  art, 
which  seems  to  defy  the  possibility  of  pupils  becoming  any  thing  but  accomplished 
proficients.”—  Jno.  Whitehead,  Commissioner  of  Public  Schools  for  the  city  of  JYcwark. 


“Your  tneory  and  practice  of  Penmanship,  which  I  have  had  several  opportunities 
to  see  tested  and  applied,  is,  in  my  opinion,  truly  philosophical,  and  fully  justifies 
the  high  estimate  formed  of  it  by  all  to  whom  it  has  been  exhibited.” — Rev.  O.  11. 
Howard,  Jl.  M.,  Late  Principal  of  Fairfield  Academy. 


“  It  is  with  pleasure  I  inform  you  that  your  Chirographic  Charts  are  in  use  in  the 
Union  School  of  this  village,  with  admirable  success.  In  my  humble  opinion,  4Loy 
must  meet  with  universal  approbation.” —  IV.  D.  Stuart. 


“We  believe  that  Mr.  Fulton  is  the  first  author  who  has  attempted  to  teach  the  art 
of  penmanship  by  rule.  Heretofore,  imitation  has  been  almost  the  sole  principle  used 
to  direct  the  student  in  acquiring  a  knowledge  of  chirography,  and  as  every  teacher 
has  a  system  peculiar  to  himself,  no  uniform  plan  of  instruction  could  be  successfully 
introduced  into  our  common  schools.  Mr.  Fulton  has  rendered  an  essential  service  to 
the  cause  of  education,  in  perfecting  a  system  which  does  not,  at  every  change  of 
teacher,  require  a  variation  in  the  handwriting  of  the  pupil — Rochester  Monthly  Ed¬ 
ucator. 


“Fulton  &  Eastman’s  charts  are  in  use  in  the  Union  and  Select  Schools  of  this  vil¬ 
lage,  and  also  in  other  schools  of  this  town  and  county,  and  with  the  happiest  success. 
The  scholars,  charmed  with  the  novelty  which  the  system  continually  presents  and  the 
ease  with  which  they  master  its  principles,  vie  with  each  other  in  their  efforts  to  excel, 
and  are  rewarded  by  acquiring  a  beautiful  ‘hand’  and  neat  mechanical  execution — 
and  at  the  same  time,  the  teacher  is  relieved  from  the  perplexing  practice  of  random 
teaching,  so  universal  in  our  schools.” — James  M.  Phinney,  County  Superintendent 
V"  roc  Co .,  East  Disc. 

in 


A.  S.  BARNES  &  COMPANY’S  PUBLICATIONS. 


Willard' s  School  Histories  and  Charts. 

MRS.  EMMA  WXIiXjARB’S 

SERIES  OF  SCHOOL  HISTORIES  AND  CHARTS. 


I.  WILLARD'S  HISTORY  OF  THE  UNITED  STATES,  OR  RE® 
PUBLIC  OF  AMERICA.  8vo.  Price  $1.50. 

II.  WILLARD’S  SCHOOL  HISTORY  OF  THE  UNITED  STATES. 

03  cts. 

III.  WILLARD’S  AMERICAN  CHRQNOGRAPHER.  $1.50. 


I.  WILLARD’S  UNIVERSAL  HISTORY  IN  PERSPECTIVE.  $1.50. 
II.  WILLARD’S  TEMPLE  OF  TIME.  Mounted,  $1.25.  Bound,  75  cts 

III.  WILLARD’S  HISTORIC  GUIDE.  50  cts. 

IV.  WILLARD’S  ENGLISH  CHRONOGRAPHER, 

WILLARD’S  UNITED  STATES. 

The  Hon.  Dan.  Webster  says,  of  an  early  edition  of  the  above  work,  in  a  letter  to 
the  author,  “I  keep  it  near  me,  as  a  Book  of  Reference,  accurate  in  facts  and 

DATES  ” 

“The  Committee  on  Books  of  the  Ward  School  Association  respectfully 
report : 

“That  they  have  examined  Mrs.  Willard’s  History  of  the  United  States  with  peculiar 
interest,  and  are  free  to  say,  that  it  is  in  their  opinion  decidedly  the  best  treatise  on 
this  interesting  subject  that  they  have  seen.  As  a  school-book,  its  proper  place  is 
among  the  first.  The  language  is  remarkable  for  simplicity,  perspicuity,  and  neatness ; 
youth  could  not  be  trained  to  a  better  taste  for  language  than  this  is  calculated  to  im¬ 
part.  It  places  at  once,  in  the  hands  of  American  youth,  the  history  of  their  country 
from  the  day  of  its  discovery  to  the  present  time,  and  exhibits  a  clear  arrangement  of 
all  the  great  and  good  deeds  of  their  ancestors,  of  which  they  now  enjoy  the  benefits, 
and  inherit  the  renown.  The  struggles,  sufferings,  firmness,  and  piety  of  the  first  settlers 
are  delineated  with  a  masterly  hand.” — Extract  from  a  Report  of  the  Ward  School 
Teachers’’  Association  of  the  City  of  J\'cw  York. 


“We  consider  the  work  a  remarkable  one,  in  that  It  forms  the  best  book  for  general 
reading  and  reference  published,  and  at  the  same  time  has  no  equal,  in  our  opinion,  as 
a  text-book.  On  this  latter  point,  the  profession  which  its  author  has  so  long  followed 
with  such  signal  success,  rendered  her  peculiarly  a  fitting  person  to  prepare  a  text¬ 
book.” — Boston  Traveller. 


“  Mrs.  Willard’s  School  History  of  the  United  States. — It  is  one  of  those 
rare  things,  a  good  school-book  ;  infinitely  better  than  any  of  the  United  Stases  Histories 
fitted  for  schools,  which  we  have  at  present.” — Cincinnati  Gazette. 


“We  think  we  are  warranted  in  saying,  that  it  is  better  adapted  to  meet  the  wants 
of  our  schools  and  academies  in  which  history  is  pursued,  than  any  other  work  of  the 
kind  now  belbre  the  public.  The  style  is  perspicuous  and  flowing,  and  the  prominent 
points  of  our  history  are  presented  in  such  a  manner  as  to  make  a  deep  and  lasting 
impression  on  the  mind.  We  could  conscientiously  say  much  more' in  praise  of  this 
book,  but  must  content  ourselves  by  heartily  commending  it  to  the  attention  of  those 
who  are  anxious  to  find  a  gt  od  text-book  of  American  history  for  the  use  of  smools.”— 
Ke^vbaryport  Watchman. 


Willard's  Senes  of  School  Histories  and  Charts. 


WILLARD’S 

UNIVERSAL  HISTORY  IN  PERSPECTIVE. 

ILLUSTRATED  WITH  MATS  AND  ENGRAVINGS. 


THIS  WORK  IS  ARRANGED  IN  THREE  PARTS,  VIZ  : 

ANCIENT,  MIDDLE,  AND  MODERN  HISTORY. 

1.  Ancient  History  is  divided  into  six  periods — comprising 
events  from  the  Creation,  to  the  Birth  of  our  Saviour. 

2.  Middle  History,  into  five  periods, — from  the  Christian  Era, 
to  the  Discovery  of  America. 

3.  Modern  History,  into  nine  periods, — from  the  Discovery  of 
America,  to  the  present  time.  Each  period  marked  by  some  ini 
portant  event  and  illustrated  by  maps  or  engravings. 

The  following  resolution  was  offered  and  adopted  at  a.  meeting  of  the  Ward 
School  Teachers’  Association  of  the  City  of  New  York,  January  20th,  1847. 

Resolved,  That  the  Ward  School  Teachers’  Association  of  New  York  con¬ 
siders  Willard’s  Universal  History  as  a  book  essentially  adapted  to  the  higher 
classes  of  schools  on  account  of  its  vivacity,  lucidness,  and  intelligent  mode  o 
arrangement,  of  dates  and  questions,  and  that  such  a  work  has  long  been  wanted 
and  as  such  will  endeavor  to  introduce  it  into  their  respective  schools,  au 
warmly  recommend  it  to  public  patronage. 


Extract  of  a  Letter  from  Mr.  Elbridge  Smith ,  late  Principal  of  the  English 
High  School  of  Worcester,  Mass. 


I  have  recently  introduced 
the  school  under  my  care.  I 
any  other  work  of  the  kind. 


Worcester ,  June  5,  1847. 


“  Willard’s  Universal  History  in  Perspective,”  into 
am  much  pleased  with  it,  and  think  it  superior  to 


(Signed,) 


ELBRIDGE  SMITH 


From  Professor  Charles  B.  Haddock  of  Dartmouth  College,  and  School  Commissioner 

of  the  State  of  New  Hampshire. 


I  am  acquainted  with  Mrs.  Willard’s  Histories,  and  entertain  a  high  opinion  ol 
diem.  They  are  happily  executed,  and  worthy  of  the  long  experience  and  ei'l 
Lent  character  of  their  author. 

(Signed,) 

CHARLES  B.  HADDOCK 


Dartmouth  College,  Hanover,  Dec.  11,  1846 


22 


A.  S.  BARNEY  Sc  COMPANY'S  PUBLICATIONS. 


Science  of  the  English  Language 


CLARK'S  NEW  ENGLISH  GRAMMAR. 

A  Practical  Grammar,  in  which  Words,  Phrases,  and  Sentences  are  classi¬ 
fied,  according  to  their  offices,  and  their  relation  to  each  other:  illustrated 
by  a  complete  system  of  Diagrams.  By  S.  W.  Clark,  A.  M.  Price  50  c-ts. 


“  It  is  a  most  capital  work,  and  well  calculated,  if  we  mistake  not,  to  supersede,  even 
in  our  best  schools,  works  of  much  loftier  pretension.  The  peculiarity  of  its  wellu  d 
grew  out  of  the  best  practice  of  its  author  (as  he  himself  assures  us  in  its  preface) 
while  engaged  in  communicating  the  science  to  an  adult  class;  and  his  success  was 
fully  commensurate  with  the  happy  and  philosophic  design  he  has  unfolded.” — Rahway 
Register. 

“This  new  work  strikes  us  very  favorably.  Tts  deviations  from  older  books  of  tne 
kind  are  generally  judicious  and  often  important.  We  wish  teachers  would  examine 
it” — New  York  Tribune. 


“It  is  prepared  upon  a  new  plan,  to  meet  difficulties  which  the  author  has  encoun¬ 
tered  in  practical  instruction.  Grammar  and  the  structure  of  language  are  taught 
throughout  by  analysis,  and  in  a  way  which  renders  their  acquisition  easy  and  satisfac¬ 
tory.  From  the  slight  examination,  which  is  all  we  have  been  able  to  give  it,  we  are 
convinced  it  has  points  of  very  decided  superiority  over  any  of  the  elementary  work;} 
in  common  use.  We  commend  it  to  the  attention  of  till  who  are  engaged  in  instruc¬ 
tion.” — J\'ew  York  Courier  and  Enquirer. 


“From  a  thorough  examination  of  your  method  of  teaching  the  English  language, 
i  am  prepared  to  give  it  my  unqualified  approbation.  It  is  a  plan  original  and  beau¬ 
tiful — well  adapted  to  the  capacities  of  learners  of  every  age  and  stage  of  advance¬ 
ment.” — A.  R.  Simmons ,  Ex- Superintendent  of  Bristol. 


“I  have,  under  my  immediate  instruction  in  English  Grammar,  a  class  of  more  than 
fifty  ladies  and  gentlemen  from  the  Teachers’  Department,  who,  having  studied  the 
grammars  in  common  use,  concur  with  me  in  expressing  a  decided  preference  for 
‘Clark’s  New  Grammar,’  which  we  have  used  as  a  text-book  since  its  publication,  and 
which  will  be  retained  as  such  in  this  school  hereafter.” — Professor  Brittan ,  Principal 
of  Lyons  Union  School. 


“Clark’s  Grammar  I  have  never  seen  equalled  for  practicability ,  which  is  of  the  ut¬ 
most  importance  in  all  school-books.” — S.  B.  Clark ,  Principal  of  Scarborough  Acad¬ 
emy ,  Maine. 


“Tire  Grammar  is  just  such  a  book  as  I  wanted,  and  I  shall  make  it  the  text-book  in 
my  school.” — IVilliam  Bricklcy ,  Teacher  at  Canastota ,  N.  Y. 


“This  original  production  will,  doubtless,  become  an  indispensable  auxiliary  to  re¬ 
store  the  English  language  to  its  appropriate  rank  in  our  systems  of  education.  Alter 
a  cursory  perusal  of  its  contents,  we  are  tempted  to  assert  that  it  foretells  the  dawn  0/ 
a  brighter  age  to  our  mother  tongue.” — Southern  Literary  Gazette. 


“I  have  examined  your  work  on  Grammar,  and  do  not  hesitate  to  pronounce  it  su¬ 
perior  to  any  work  with  which  I  am  acquainted.  I  shall  introduce  it  into  the  Mount 
Morris  Union  School  at  the  first  proper  opportunity.” — II.  G.  Winslow ,  A.  J\L,  Princi¬ 
pal  of  Mount  Morris  Union  School. 


“Professor  Clark’s  new  work  on  Grammar,  containing  Diagrams  illustrative  of  his 
Bjstem,  is,  in  my  opinion,  a  most  excellent  treatise  on  ‘the  Science  of  the  English  Lan¬ 
guage.’  The  author  has  studiously  and  properly  excluded  from  his  book  the  technical¬ 
ities,  jargon,  and  ambiguity  which  so  often  render  attempts  to  teach  grammar  unpleas¬ 
ant,  if  not  impracticable.  The  inductive  plan  which  he  has  adopted,  and  of  which  ho 
is,  in  teaching  grammar,  the  originator,  is  admirably  adapted  to  the  great  purpose*  0/ 
both  teaching  and  learning  the  important  science  of  our  language.” — .S'.  N.  Sweet,  Am- 
ihor  of  “  Sweet's  Elocution.'" 

El 


A.  S.  BARNES  &  COMPANY  S  PUBLICATIONS. 


P arker' s  Rhetorical  Reader. 


PARKER'S  RHETORICAL  READER.  12mo. 

Exercises  in  Rhetorical  Reading,  designed  to  familiarize  readers  with  the 
pauses  and  other  marks  in  general  use,  and  lead  them  to  the  practice  of 
modulation  and  inflection  of  the  voice.  By  R.  G.  Parker,  author  of  “  Ex¬ 
ercises  in  English  Composition,”  “  Compendium  of  Natural  Philosophy,” 
&c.,  &c. 

This  work  possesses  many  advantages  which  commend  it  to  favor,  among  which  arc 
the  following: — It  is  adapted  to  all  classes  and  schools,  from  the  highest  to  the  lowest. 
It  contains  a  practical  illustration  of  all  the  marks  employed  in  written  language ; 
also  lessons  for  the  cultivation,  improvement,  and  strengthening  of  the  voice,  and 
instructions  as  well  as  exercises  in  a  great  variety  of  the  principles  of  Rhetorical 
Reading,  which  cannot  fail  to  render  it  a  valuable  auxiliary  in  the  hands  of  any 
teacher.  Many  of  the  exercises  are  of  sufficient  length  to  afford  an  opportunity  for 
each  member  of  any  class,  however  numerous,  to  participate  in  the  same  exercise — a 
feature  which  renders  it  convenient  to  examining  committees.  The  selections  for 
exercises  in  reading  are  from  the  most  approved  sources,  possessing  a  salutary  moral 
and  religious  tone,  without  the  slightest  tincture  of  sectarianism. 


“  I  have  to  acknowledge  the  reception  through  your  kindness  of  several  volumes.  1 
have  not  as  yet  found  time  to  examine  minutely  all  the  books.  Of  Mr.  Parker’s  Rhe 
torical  Reader,  however,  I  am  prepared  to  speak  in  the  highest  terms.  I  think  it  so 
well  adapted  to  the  wants  of  pupils,  that  I  shall  introduce  it  immediately  in  the  Acad¬ 
emy  of  which  I  am  about  to  take  charge  at  Madison,  in  this  state.  It  is  the  best  thing 
of  the  kind  I  have  yet  found.  1  cannot  say  too  much  in  its  favor.” — John  O.  Clark , 
Rector  of  the  Madison  Male  Academy ,  Athens ,  Oa. 


“Mr.  Parker  has  made  the  public  his  debtor  by  some  of  his  former  publications — 
especially  the ‘Aids  to  English  Composition’ — and  by  this  he  has  greatly  increased 
the  obligation.  There  are  reading  books  almost  without  number,  but  very  few  of 
them  pretend  to  give  instructions  how  to  read,  and,  unluckily,  tew  of  our  teachers  are 
competent  to  supply  the  defect.  If  young  persons  are  to  be  taught  to  read  well,  it 
must  generally  be  done  in  the  primary  schools,  as  the  collegiate  term  affords  too  little 
time  to  begin  and  accomplish  that  work.  We  have  seen  no  other  ‘Reader’  with 
which  we  have  been  so  well  pleased;  and  as  an  evidence  of  our  appreciation  of  its 
worth,  we  shall  lay  it  aside  for  the  use  of  a  certain  juvenile  specimen  of  humanity  in 
whose  affairs  we  are  specially  interested.” — Christian  Advocate. 


“  We  cannot  too  often  urge  upon  teachers  the  importance  of  reading,  as  a  part  of 
education,  and  we  regard  it  as  among  the  auspicious  signs  of  the  times,  that  so  much 
more  attention  is  given,  by  the  best  of  teachers,  to  the  cultivation  of  a  power  which  is 
at  once  a  most  delightful  accomplishment,  and  of  the  first  importance  as  a  means  of 
discipline  and  progress.  In  this  work,  Mr.  Parker's  volume,  we  are  sure,  will  be  found 
a  valuable  aid.” — Vermont  Chronicle. 


“The  title  of  this  work  explains  its  character  and  design,  which  are  well  carried  out 
by  the  manner  in  which  it  is  executed.  As  a  class-book  for  students  in  elocution,  or  as 
an  ordinary  reading  book,  we  do  not  think  we  have  seen  any  thing  superior,  rhe  dis¬ 
tinguishing  characteristic  of  its  plan  is  to  assume  some  simple  and  familiar  example, 
which  will  be  readily  understood  by  the  pupil,  and  which  Nature  will  tell  him  how  to 
deliver  properly,  and  refer  more  difficult  passages  to  this,  as  a  model.  There  is,  how¬ 
ever,  another  excellence  in  the  work,  which  we  take  pleasure  in  commending;  it  is 
the  progressiveness  with  which  the  introductory  lessons  are  arranged.  In  teaching 
every  art  and  science  this  is  indispensable,  and  in  none  more  so  than  in  that  of  elocu¬ 
tion.  The  pieces  for  exercise  in  reading  are  selected  with  much  tasle  and  judgment 
We  have  no  doubt  that  those  who  <ise  this  book  will  be  satisfied  with  its  success.”— 
Teaches  Advocate. 

q 


A.  S.  BARNES  &  COMPANY’S  PUBLICATIONS. 


Northend' s  Elocutionary  Works. 


ELOCUTIONARY  WORKS, 

BY  CHARLES  NORTHEND, 

PRINCIPAL  OF  THE  EFPES  SCHOOL,  SALEM,  MASS. 


I.  NORTHEND’3  LITTLE  SPEAK ER, 

II.  NORTHEND'S  AMERICAN  SPEAKER. 

III.  NORTHEND’S  SCHOOL  DIALOGUES. 

I.  NORTH  END’S  LITTLE  SPEAKER. 

“The  Little  Speaker,  and  Juvenile  Reader. — Mr.  Northern!  is  known,  both  a* 
an  experienced  teacher,  and  as  the  author  of  the  ‘American  Speaker,’  and  other  edu¬ 
cational  works.  The  object  of  this  littie  work  is,  to  provide  the  means  for  exercising 
quite  young  pupils  in  declamation.  Mr.  Northern!  justly  remarks,  that  the  longer  exer¬ 
cises  m  declamation  and  composition  are  delayed,  the  more  difficult  it  will  be  to 
awaken  an  interest  in  them.  This  little  volume  is  well  adapted  to  its  purpose.” — 
Vermont  Chronicle. 


II.  NORTH  END’S  AMERICAN  SPEAKER. 

“American  Speaker. — This  is  an  admirable  book — and  as  the  exercise  of  declama¬ 
tion,  of  late,  is  considered  essential  to  a  good  and  finished  education,  and  is  introduced 
into  our  best  schools  as  an  important  element,  we  hope  that  this  volume  of  well-selected 
pieces,  compiled  witli  great  care  by  the  author  from  our  best  writers,  will  find  its  wav 
into  the  hands  of  every  school  boy.” — Barnstable  Patriot. 


“  American  Speaker,  by  Charles  North  end,  Principal  of  the  Eppes  School,  Salem.— 
Iti  this  work,  Mr.  Northend  seems  perfectly  to  have  accomplished  the  object  he  had  in 
view.  The  selections  are  made  with  perfect  taste,  and  afford  an  ample  variety,  to  meet 
all  occasions.  Wherever  a  work  of  this  description  is  wanted,  this  may  be  safely  rec¬ 
ommended,  as  possessing  every  desirable  attribute,  it  is  for  sale  by  all  our  book- 
sellers.” — Salem  (Mass.)  Gazette. 


“  It  is  the  best  compilation  of  the  kind  we  have  ever  examined,  fhe  selections  are 
of  a  high  character,  and  an  elevated  moral  tone  is  prominent  throughout  the  work. 
The  book  is  divided  into  fhree  parts — the  first  being  composed  of  sixty-two  prose  ex¬ 
ercises;  the  second,  of  thirty-four  interesting  dialogues;  and  the  last,  of  seventy  short 
poems.  We  hope  this  book  will  soon  be  extensively  introduced  into  our  schools. 
The  author  truly  remarks  in  the  preface,  ‘The  advantages  of  frequent  practice  in 
speaking  are  so  many  and  so  great,  that  it  should  receive  more  prominence  in  ail  our 
schools.’” — Salem  (Mass.)  Advertiser. 


III.  NORTHEND'S  SCHOOL  DIALOGUES. 

“The  character  of  the  author  of  this  work  is  a  guarantee  that  it  is  a  book  of  good 
practical  common  sense — one  that  wifi  take  hold  of  the  youthful  mind,  and  delight 
and  interest  it.  A  cursory  examination  lias  fully  confirmed  us  in  this  favorable  opin¬ 
ion.  The  author  has  selected  such  dialogues  as  contain  good  sentiments,  and  such  aa 
will  have  a  salutai  t  influence  on  the  mind  of  the  young.” — Teacher's  Advocate. 


“The  selections  manifest  an  intimate  knowledge  of  the  wants  of  the  young,  a  scru¬ 
pulous  regard  to  the  sentiments  inculcated,  and  an  eye  to  combined  instruction  and 
amusement.  They  are  preferable  to  any  other  books  of  the  same  character  with  which 
we  are  acquainted,  from  the  greater  variety  of  the  selections,  and  from  their  being 
culled  to  a  considerable  extent  from  the  works  of  modern  authors.  Children  tire  of  old., 
threadbare  pieces,  however  good  they  may  be;  and  novelty  has  ever  for  them  peculiar 
attraction.” —  Gloucester  7 'ivies. 

r 


A.  S.  BARNES  &  company’s  PUBLICATIONS. 


P age' s  Th eory  and  Practice  of  Teaching. 


THEORY  AND  PRACTICE  OF  TEACHING  \ 

OR  THE 

MOTIVES  OF  GOOD  SCHOOL-KEEPING. 

BY  DAVID  PAGE,  A.M., 

LATE  PRINCIPAL  OF  THE  STATE  NORMAL  SCHOOL,  NEW  YORK 

“T  received  a  few  days  since  your  ‘Theory  and  Practice,  &c.,’  and  a  capital  theory 
and  capital  practice  it  is.  I  have  read  it  with  unmingled  delight.  Even  if  1  should 
look  through  a  critic’s  microscope,  I  should  hardly  find  a  single  sentiment  to  dissent 
from,  and  certainly  not  one  to  condemn.  The  chapters  on  Prizes  and  on  Corporal 
Punishment  are  truly  admirable.  They  will  exert  a  most  salutary  influence.  So  of  the 
views  sparsim  on  moral  and  religious  instruction,  which  you  so  earnestly  and  feelingly 
insist  upon,  and  yet  within  true  Protestant  limits.  It  is  a  grand  book,  and  I  thank 
Heaven  that  you  have  written  it.” — Hun.  Horace  JUann ,  Secretary  of  the  Board  of 
Education  in  Massachusetts. 


“Were  it  our  business  to  examine  teachers,  we  would  never  dismiss  a  candidate 
without  naming  this  book.  Other  things  being  equal,  we  would  greatly  prefer  a  teacher 
who  has  read  it  and  speaks  of  it  with  enthusiasm.  In  one  indifferent  to  such  a  work, 
we  should  certainly  have  little  confidence,  however  he  might  appear  in  other  respects. 
Would  that  every  teacher  employed  in  Vermont  this  winter  had  the  spirit  of  this  book 
in  his  bosom,  its  lessons  impressed  upon  his  heart!” — Vermont  Chronicle. 


“I  am  pleased  with  and  commend  this  work  to  the  attention  of  school  teachers,  and 
tliose  who  intend  to  embrace  that  most  estimable  profession,  for  light  and  instruction 
to  guide  and  govern  them  in  the  discharge  of  their  delicate  and  important  duties.” — 
jV.  S.  Benton ,  Superintendent  of  Common  Schools ,  State  of  JYeio  Yurie. 


Hon.  S.  Young  says,  “  It  is  altogether  the  best  book  on  this  subject  1  have  ever 
Been.” 


President  JVorf.h,  of  Hamilton  College ,  says,  “1  have  read  it  with  all  that  absorbing 
self-denying  interest,  which  in  my  younger  days  was  reserved  for  fiction  and  poetry.  I 
am  delighted  with  the  hook.” 


Hon.  Marcus  S.  Reynolds  says,  “Tt  will  do  great  good  by  showing  the  Teacher  what 
ehould  be  his  qualifications,  and  what  may  justly  be  required  and  expected  of  him.” 


“I  wish  you  would  send  an  agent  through  the  several  towns  of  this  State  with 
Page’s  ‘Theory  and  Practice  of  Teaching,’  or  take  some  other  way  of  bringing  this 
valuable  book  to  the  notice  of  every  family  and  of  every  teacher.  I  should  be  rejoiced 
to  see  the  principles  which  it  presents  as  to  the  motives  and  methods  of  good  school- 
keeping  carried  ut  in  every  school-room  ;  and  as  nearly  as  possible,  in  the  style  in 
which  Mr.  Page  illustrates  them  in  his  own  practice,  as  the  devoted  and  accomplished 
Principal  of  your  State  Normal  School.” — Henry  Barnard ,  Superintendent  of  Common 
Schools  for  the  State  of  Rhode  Island. 


“The  ‘Theory  and  Practice  of  Teaching,’  by  D.  P.  Page,  is  one  of  the  best  books  of 
the  kind  1  have  ever  met  with.  In  it  the  theory  and  practice  of  the  teacher’s  dudes 
rue  clearly  explained  and  happily  combined.  The  style  is  easy  and  familiar,  and  the 
euggestions  it  contains  are  plain,  practical,  and  to  the  point.  To  teachers  especially  it 
will  furnish  very  important  aid  in  discharging  the  duties  of  their  high  and  responsible 
profession.” — Roger  S.  Howard ,  Superintendent  of  Common  Schools ,  Orarye  Co..  Vi. 

K 


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